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In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

While scholars have found that undergraduate involvement in research is beneficial, the lack of such experiences in the social sciences and humanities is glaring. This paper analyzes how an emphasis on community through cohort models impacts undergraduate student experience in research, taking from the Emerging Scholars Program, an interdisciplinary research program where cohorts of undergraduates are matched with faculty and attend meetings, workshops, and presentations together. We find that the cohort model created a robust community that fosters positive relationships that develop professional skills and emotional support, allowing students to collaborate and aim more toward their professional goals. The results from this study offer valuable insights into how universities can ensure that students have meaningful research experience beyond the classroom.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

In the era of remote learning courses, the humanities instructor struggled more than most to translate the many familiar techniques of close reading to the unfamiliar realm of technology. Oftentimes instructors have depended on facsimiles of traditional methods: a shared passage annotated by the class digitally, or small groups sent to individual breakout rooms which will eventually rejoin the class and share their findings. This article offers a methodology which incorporates the beneficial technologies which were necessary in remote classrooms into the traditional classroom, encouraging students to collaborate and debate through the shared digital annotation of primary texts.

Recently debatable arguments have existed regarding the perceived lack of numerical skills among the graduates from the Humanities and Social Sciences. In response to this concern, the Faculty of Humanities and Social Sciences, Faculties of Art in national universities in Sri Lanka have taken measures to more opportunities to undergraduates to bolster their numerical proficiency. This is achieved through the incorporation of mathematics course units for their degree programs along with the main subject streams. The study focuses on factors that affect the undergraduates' attitudes towards making the decision to select the subject mathematics for their first-degree program. A sample survey was carried out using structured questionnaire and stratified random sampling technique was utilized to select a sample size of 352 from the undergraduates belongs to Faculty of Humanities and Social Sciences in University of Sri Jayewardenepura. The binary logistic regression model is utilized, and the study revealed that self efficacy, mathematical anxiety, and interest in mathematics are significantly affected students' attitudes on counting mathematics course units for their degree program. The student who has self-efficacy is 1.03 times more likely to select mathematics course unit at the first academic year than other students. A unit increase of mathematics anxiety with all other factors remaining constant, the odds of a student selecting the mathematics course decreased by 11.2%. When one-unit increases in the interest in mathematics of students the odds of selecting mathematics course unit is 1.06 times more likely to than other peers. These insights suggest that educational institutes, particularly those in the humanities and social sciences, should prioritize enhancing students 'numerical skills. This can be achieved by providing valuable consideration aimed at refining their curriculum and support mechanism, increasing awareness programmes about the importance of studying mathematics course units within their degree programmes and conducting programmes to reduce mathematics anxiety while fostering an increased interest in mathematics.

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education. Few studies have delved into pupils' cultural backgrounds, and the history of one's country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic-speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned.

This Projects With Promise case study offers insights for addressing tensions between universities and communities in building partnerships and collectively rethinking "the field" of community engagement. We explore moving beyond a solely place-based understanding of "the field" into an ethos based on human interactions and mutual trust. Through an analysis of the Baltimore Field School (BFS) project, we argue that partnerships must be designed to create the time and space for self-reflexive qualitative methods that emerge from a personality-proof and sustainable infrastructure that can respond to crises and needs in both communities and universities. Rethinking and even "undoing" notions of institutional time and space within universities allows community-centered reflection that begins to cross the boundaries imposed by neoliberal institutions focused on profits above people. Exploring the distinct scholarly communities of higher education can inspire academics to rethink how universities can work with and not just for local communities.

This article describes the findings of a study on the correlations between English as second language (ESL) motivation, understood as a product of the stimulus appraisal system, and writing proficiency in English among undergraduate Indian ESL learners. The principal objective of the study was to analyze the correlation between the undergraduate Indian ESL learner's motivational sub-checks/constructs, constituted using the stimulus appraisal (SA) theory of affect, and their writing proficiency in English. Additionally, it also attempted to understand the influence of sex and academic disciplines on the correlations. An ESL motivation survey was conducted using a modified version of the Attitude and Motivation Test Battery (Gardner, 1985) on students (N>350) studying in undergraduate programs in the academic disciplines of engineering, humanities, and medical sciences selected using criterion-based sampling, followed by a writing proficiency test in English. It was observed that need/compatibility factors did not significantly correlate with ESL writing proficiency in any of the three subsamples. ESL classroom-related factors within the pleasantness/novelty construct, on the other hand, significantly correlated with ESL writing proficiency. It is hoped that the insights obtained in the study should potentially help design more empirically informed pedagogical methods of ESL teaching.

The purpose of this study was to examine gender and discipline-based Differential Item Functioning (DIF) and Differential Distractor Functioning (DDF) on the Islamic Azad University English Proficiency Test (IAUEPT). The study evaluated DIF and DDF across genders and disciplines using the Rasch model. To conduct DIF and DDF analysis, the examinees were divided into two groups: Humanities and Social Sciences (HSS) and Non-Humanities and Social Sciences (N-HSS). The results of the DIF analysis showed that four out of 100 items had DIF across gender, and two items had discipline DIF. Additionally, gender DDF analysis identified one item each for Options A, B, and C, and four items for Option D. Similarly, the discipline DDF analysis revealed one item for Option A, three items for Option B, four items for Option C, and three items for Option D. The findings of this study have significant implications for test developers. The identification of potential biases in high-stakes proficiency tests can help ensure fairness and equity for all examinees. Furthermore, identifying gender DIF can shed light on potential gender-based gaps in the curriculum, highlighting areas where male or female learners may be disadvantaged or underrepresented in terms of knowledge or skills.

The present study investigated whether study engagement is predicted by personal resources (i.e., self-efficacy and psychological flexibility) and achievement goals. A total of 223 French first-year humanities and social sciences students were invited to complete an online questionnaire comprising scales measuring the three predictors. The results of regression analyses showed that 43.3% of the variance in study engagement was predicted by self-efficacy, psychological flexibility, and achievement goals, implying that these three factors could be used as levers to promote study engagement.

The essay draws on Michel Serres' writings on education in order to derive from them a general theory. Though the polyglot philosopher never presented his philosophy of education as a formal system, it was a lifelong concern that he addressed from the perspectives of mathematics and physics; literature and myth; art and aesthetics; justice and the law. Ever elusive in his prose style, Serres was a magnetic and infectious educator who, ironically, and perhaps understandably, did not gain the sort of following enjoyed by other French philosophers with whom he cuts such a contrast. The essay assesses the Serresian pedagogy in three key areas: the mutual translatability of the pedagogies of the humanities and arts versus those of the social and hard sciences; the urgent need for an environmental ethics of education; and the permeation of effective instruction by aesthetics.

Cultivating innovative talents in the humanities and social sciences is a pivotal element in the development of high-level innovative talents with a direct impact on a nation's superstructure and economy. Nevertheless, this area has often been a weak link in the talent market. In response to this challenge, Chinese universities have initiated the "New Humanities and Social Sciences" reform, emphasizing interdisciplinary education to nurture high-quality talents. However, the impact of interdisciplinary education within this context on the creativity of humanities and social science students, along with the intricate underlying mechanisms, remains a question yet to be fully answered. To address these issues, using survey data from 184 students majoring in humanities and social sciences in Sichuan Province of China, we employed structural equation modeling to explore the impact of interdisciplinary education on the creativity of humanities and social science students, the moderating effect of metacognitive awareness and the mediating role of knowledge integration ability. The research findings unequivocally affirm the significantly positive influence of interdisciplinary education on the creativity of humanities and social science students. Knowledge integration ability mediates the relationship between interdisciplinary education and creativity. Furthermore, metacognitive awareness plays a moderating role in the relationship between knowledge integration ability and creativity.

This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor's degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.

The present two studies investigated whether students' development of epistemic beliefs about the educational sciences (study A; N = 152) and linguistics (study B; N = 150) can be affected by authentic learning activities in an out-of-school lab (OSL). OSLs aim to engage students in authentic activities that attempt to simulate the ways how scientists gather new knowledge, making an impact on students' epistemic beliefs likely. To test this assumption, the two (quasi-)experimental studies each compared a highly authentic with a less authentic activity and assessed students' epistemic beliefs before and after the students' visit to the OSL. We also analyzed how students' epistemic beliefs relate to their perceived authenticity of the learning activity, their situational interest, and their knowledge acquisition. The findings suggest that authentic activities in OSLs have no effect on students' epistemic beliefs, as students in both conditions either developed more sophisticated beliefs (study A) or changed their beliefs in the less authentic condition only (study B). Correlational analyses further show that students' epistemic beliefs about the texture of knowledge are negatively associated with both their perceived authenticity of the learning activity (studies A and B) and their situational interest (study A only). In contrast, students' epistemic beliefs about the variability of knowledge are positively correlated with their perceived authenticity and their knowledge acquisition (both in study A only). The findings are discussed in light of previous research on both students' epistemic beliefs and authentic learning in OSLs.

The last decade witnessed a spectacular rise in the volume of available textual data. With this new abundance came the question of how to analyze it. In the social sciences, scholars mostly resorted to two well-established approaches, human annotation on sampled data on the one hand (either performed by the researcher, or outsourced to microworkers), and quantitative methods on the other. Each approach has its own merits -- a potentially very fine-grained analysis for the former, a very scalable one for the latter -- but the combination of these two properties has not yielded highly accurate results so far. Leveraging recent advances in sequential transfer learning, we demonstrate via an experiment that an expert can train a precise, efficient automatic classifier in a very limited amount of time. We also show that, under certain conditions, expert-trained models produce better annotations than humans themselves. We demonstrate these points using a classic research question in the sociology of journalism, the rise of a "horse race" coverage of politics. We conclude that recent advances in transfer learning help us augment ourselves when analyzing unstructured data.

In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library's shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future.

Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants' teacher identity and how a mentored teaching experience shaped participants' future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students' professional development.

This study explores the dynamic journey of women as they become academics in non-elite Chinese public universities. It focuses on their aspirations and the evolving subjectivity that accompanies this process. Ten participants from the Humanities and Social Sciences (HSS) fields, aged 28-57, were interviewed; the transcripts were analysed using reflexive thematic analysis. Adopting a Butlerian perspective, our findings identify two distinct subjectivities that shape Chinese women's decision to become academics: autonomous subjectivity driven by intrinsic desire and strategic subjectivity driven by instrumental desire. We argue that becoming an academic is a complex process influenced by regulatory power, including market forces, institutional and societal constraints, and gender norms, which shape the context in which the desire is pursued. It is essential to view this decision not only from the individual's perspective but also from the larger context within which it is made. This study contributes to the literature on gender equality in academia by interrogating the complexities of the decision-making processes for Chinese women pursuing academic careers in non-elite Chinese universities.

Epistemic injustice is a condition where knowers and knowledge claims are unduly dismissed. Philosophers suggest that epistemic injustice manifests in three forms: testimonial, hermeneutical, and contributory. Although distinct, all forms of epistemic injustice stem from relations of power, privilege, and positionality -- where some have the opportunity and authority to legitimize the knowledge contributions of others. The purpose of this study was to explore the presence of epistemic injustice in U.S. doctoral education through a systematic review of literature. We methodically searched hundreds of peer-reviewed journals for studies focused on teaching, advising, peer interaction, doctoral socialization, and other experiences concerning doctoral education across the humanities, social science, and science disciplines. We retained, reviewed, and analyzed 107 manuscripts. Our analysis revealed epistemic injustice in doctoral education as well as rules that foster the conditions for epistemic injustice. Implications for doctoral education and future research are offered.

Neoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students' epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good.

This paper replicates models developed by previous research to study the effects of graduate education on new graduates' initial employment in the Japanese labor market. If education is the best investment for an individual's economic success, then graduate degrees are expected to provide an individual with higher-earning job opportunities. Despite this reasonable economic premise, previous research showed that master's degrees in the humanities or social sciences in Japan have, in fact, a negative impact on obtaining initial employment compared to those with only a bachelor's degree in the humanities or social sciences. This previous research, however, could not overcome omitted variable bias because of data limitations. Omitted variable bias is a key problem for research on education; therefore, this study uses new longitudinal data to overcome omitted variable bias and clearly demonstrate the robustness of these earlier findings. The empirical results of this study corroborate earlier work, showing that master's degrees in the humanities or social sciences do not provide graduate students with an advantage in obtaining initial employment, after controlling for potential bias. At the same time, this study also confirms that natural science majors have a higher probability of obtaining initial employment in comparison with humanities or social science majors. In other words, this paper offers a valid replication of existing research. This shows that the Japanese labor market structure for graduate students has, in essence, remained the same since previous research was completed.

Systematic reviews, along with other types of knowledge synthesis, are a type of research methodology that attempt to find all available evidence on a topic to help answer specific questions. Librarian involvement in systematic reviews is well established in the health sciences, and in recent years there has been growing awareness of, and literature about, librarians outside of health supporting systematic reviews. This study benchmarks librarian support of systematic reviews in the sciences, humanities, and social sciences (SHSS) by looking at the growth of demand for support, the disciplines requesting this kind of librarian support, and the specific types of support needed. It also examines what SHSS librarians need to be successful in this type of work, including administrative support and workload adjustments.

The folklorist Vladímir Propp identified a curious phenomenon in his study of 100 Russian fairy tales: despite their tremendous surface variety, they followed a single narrative structure or morphology. This article argues that the same phenomenon applies to SoTL articles: despite the tremendous variety of content and methods that SoTL articles evince, they have come to tell the same kind of story. They tell, over and over, a story of redemption. I identify two problems with the story of redemption, the first having to do with ethos (the character that an author projects to their readers), and the second having to do with plausibility. I propose an array of narrative possibilities to enable SoTL authors to tell other kinds of stories--possibilities based on problematizing rather than easily solving. I argue that these possibilities better realize how some of the foundational thinkers in SoTL wanted the field to evolve. While benefiting all SoTL practitioners, such an expansion of narrative possibilities will make the field a more welcoming place to humanities scholars in particular, many of whom share a skepticism about the possibility of linear progress and perpetual self-improvement.

Published studies on SPOC provided inconsistent findings regarding its effectiveness. Adopting a meta-analysis method, this study combined the results of 32 experimental and quasi-experimental studies published in the past 8 years in China for analyzing the overall effect size of SPOC for improving student learning in vocational schools. Data analysis confirmed that SPOC has a moderate positive effect, with a combined effect size of 0.592 (P<0.05). Further analysis revealed three significant factors that moderate the effect of SPOC, including discipline area, group size, and knowledge type. SPOC has a larger effect size for disciplines of engineering technology and medical education than of natural science, and humanities and social science. Integrating SPOC for a small to medium-sized group with no more than 50 students brings about significant improvement in learning outcomes. Compared to declarative knowledge, SPOC is effective for developing procedural knowledge. The findings support the adoption of SPOC in vocational education. To amplify its impacts, multiple factors need to be carefully considered in the design and implementation.

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.

The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and-effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.

In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey's epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an 'open question' that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.

In the current study, we investigated the relationships among academic stress, psychological capital (PsyCap), and well-being and the effect of the demographic variables of gender, majors, and academic years on academic stress and PsyCap. We used the structural equation model to investigate the mediating role of PsyCap between academic stress and well-being. The participants (N = 827) included students from a midsized university in the Eastern Province of Saudi Arabia (636 females, 191 males) who comprised 450 science and 377 humanities majors from all academic years. To collect data, we utilized the Academic Stress Inventory, the Psychological Capital Questionnaire, and the Warwick-Edinburgh Mental Well-Being Questionnaire. The structural equation model analysis results revealed that PsyCap was a full mediator between academic stress and wellbeing. Gender did not affect on PsyCap or academic stress. In addition, the academic majors affected PsyCap: Students in the humanities majors had better PsyCap than those in the science majors. Furthermore, the academic years affected academic stress; specifically, academic stress decreased as students progressed through their academic years. Therefore, science majors in their first academic year were the most in need of a PsyCap-based intervention.

This study was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher on school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachers.

There has been little real progress in finding feasible approaches to addressing global knowledge asymmetries, especially in the social sciences and humanities. With China's new global role, how Chinese experiences could contribute to global theoretical construction in the human and social sciences becomes the order of the day? As the most valued resources for human, social, and cultural theorization, Chinese thought and experiences also serve as an effective catalytic agent for global intellectual pluralism. The great value of China's intellectual traditions in global theoretical construction fuels Chinese scholarship in the humanities and social sciences to win a reputation on the world stage.

This research determined the implication of code switching to the English achievement of the Grade 11 students enrolled in Humanities and Social Sciences strand. Quantitative research design was used to find out the factors, forms, functions, and frequency of the students' code switching, and to correlate the code switching and the students' English achievement. A survey questionnaire was used to gather the needed data and Pearson correlation was used to determine the relationship between the students' code switching and their English achievement. The results of the study showed that the dominant factors or reasons which influence the students' English-Cebuano code switching were loss of words, exposure in English and Cebuano languages, comfort, and lack of awareness on equivalent English terms or phrases. The study found out that the most common form of the students' code switching was extra-sentential or tag switching. Furthermore, the findings showed that the prevalent functions or usage of students' code switching were quotation, addressee specification, interjection, message qualification, personalization, clarification, and facility of expression. Generally, the students rarely code switched and they have very satisfactory English achievement. It was found out that the students' code switching has no significant relationship with their English achievement.

The collaboration between designers and digital humanists has indeed gained increasing significance in crafting effective projects, with design serving as a centralizing force in the realm of digital humanities by establishing interfaces for individuals to engage with technological resources. Therefore, design's methodological practices, encompassing various research and experiential facets, play a pivotal role in enhancing the usability and accessibility of digital resources within the social sphere. This study aims to expand the discourse on the characteristics and potential of the interplay between inclusive design and digital humanities practices, with a specific focus on the development of bilingual digital narratives (utilizing Brazilian Sign Language and Portuguese). The research adopts a collaborative, qualitative approach, encompassing processes of evaluation, validation, and enhancement. Digital visual narratives are presented as a facilitating tool for integrating LIBRAS and Portuguese, thereby aiding in language acquisition for deaf children. The article contributes to the discussion of the humanistic approach to design, emphasizing the values of empathy, ethics, and social responsibility in the creation of inclusive and accessible projects.

The study aimed to investigate students' perceptions of undergraduate programs in relation to exit examinations, employing a mixed research design. A total of 145 students participated in the study. Deans, Department Heads, and College Quality Assurance Coordinators were selected based on availability and purposive sampling methods. The study focused on three colleges each with four years program durations, including Colleges of Social Sciences and Humanities (CSSH), Business and Economics (CBE), and Natural and Computational Sciences (CNCS). Two departments were randomly selected from each college, ensuring equal representation. Survey data was analyzed using mean, stepwise regression, and one-way ANOVA, while interview data was directly cited from respondents. Results of the study revealed that students' perceptions of exit exams varied across colleges, with CBE students demonstrating a more positive perception compared to CSSH and CNCS. Stepwise regression analysis identified significant predictor variables, including anxiety, stress, risk of exclusion, and resource scarcity, all of which influenced students' perceptions of exit examinations. Overall, the study found that students generally held negative perceptions of exit exams. It was evident that factors such as anxiety, stress, unknown content of the exam, risk of exclusion, and resource constraints contributed to the undesirable perceptions. A collaborative approach involving various stakeholders, including the Ministry of Education (MoE), educational institutions, and departments is necessary to reduce excessive stress and anxiety levels, emphasize the importance of exit examinations, address resource deficiencies, and undertake a nationwide study. MoE needs to formulate a well-defined policy concerning students who do not successfully pass their exit exams.

The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.

Close reading has long been heralded as a humanities-specific methodology with significant potential for SoTL. This essay fills a gap in SoTL literature with a full case study demonstrating what, exactly, close reading shows us about our data that social science-based quantitative and qualitative analyses may not. Close reading-based analysis of first-year writing students' pre-surveys on gender-inclusive language entails attention to the interrelated form and content of students' self-reflections. This analysis reveals nuances and complexities that, if overlooked, would result in inadvertent misrepresentation of the data. This case study responds not only to calls for humanities-specific SoTL methodologies but also to related calls for greater legitimation of diverse forms for SoTL dissemination, some of which originate in the humanities. It is therefore cast as a reflective essay based on its author's scholarly personal narrative (SPN) as a new, humanities-based SoTL researcher. Finally, this case study demonstrates the value of flexible, deliberately unscientific study designs that are responsive to emergent conditions but foreign to SoTL's dominant social science paradigm. As guides to instruction, pre-surveys are necessary complements to pre-quizzes: learning what students think they know about a concept or skill, their attitudes towards it, and their contexts of prior learning about it--not just their knowledge of it, which is all pre-quizzes can tell us--is an important precursor to effective instruction. But maximizing pre-surveys' potential to guide instruction requires flexible study designs so we can change our pedagogy, including our study's "intervention," if necessary, on the fly.

Modern social problems are complex, multifaceted, and challenging to solve. Scholars are increasinglyapplying the concept of social innovation as a path to addressing social issues. Social innovation is aninterdisciplinary framework for producing social change that requires creativity, problem-solvingskills, and collaboration across systems. Higher education is progressively understanding the need toprovide interdisciplinary educational opportunities for students; however, little is known about theeffectiveness and impact of providing interdisciplinary learning experiences grounded in a socialinnovation framework. This article describes and analyzes an interdisciplinary summer fellowshipprogram focused on social innovation for graduate students in social work, business, and thehumanities and social sciences. The program employed multiple pedagogical approaches, includingclassroom-based instruction, field learning, and interdisciplinary teamwork. We used qualitative andquantitative pre- and post-evaluation student feedback to examine students' learning and overallexperiences. We found that the fellowship was a dynamic learning experience, through which studentsstrengthened their communication skills and translated academic concepts into practical ideas. The experience also impacted the students' career trajectories, influencing students to pursue careers thatinvolved working toward social progress in a variety of ways.

Group work is often used in university courses. This article examines group work in a widely interdisciplinary holography course that combines both art and science, for students from the arts, humanities, social sciences, and sciences. In these interdisciplinary teams, how much specialization of labor (dividing work according to students' pre-existing abilities or personal interests) is acceptable? We present student survey responses regarding their attitudes toward interdisciplinary group work, and their practices in dividing the work, to determine how much specialization of labor is taking place within the interdisciplinary teams. The surveys indicate a mix of approaches among groups concerning the division of labor based on prior skills. In the presence of specialization of labor, students learned from their partners and displayed a positive attitude toward working with someone from a different discipline. We believe that the intriguing nature of the holography projects helped many students avoid dividing the work according to their prior skills, and helped them see the value of working in a widely interdisciplinary team.

Science policymakers are devoting increasing attention to enhancing the social valorization of scientific knowledge. Since 2010, several international evaluation initiatives have been implemented to assess knowledge transfer and exchange practices and the societal impacts of research. Analysis of these initiatives would allow investigation of the different knowledge transfer and exchange channels and their effects on society and how their effects could be evaluated and boosted. The present study analyses the "transfer sexenio" programme, which is a first (pilot) assessment that was conducted in Spain to evaluate the engagement of individual researchers in knowledge transfer to and knowledge exchange with non-academic stakeholders, including professionals and society at large. The breadth of the information and supporting documentation available (more than 16,000 applications and 81,000 contributions) allows an exploration of knowledge valorization practices in terms of the transfer forms used and the researchers involved--distinguishing between the Science, Technology, Engineering and Mathematics (STEM) and Social Sciences, Humanities and Arts (SSHA) areas. By focusing on SSHA fields, we explore knowledge dissemination via enlightenment or professional outputs. We conduct quantitative and qualitative analysis which provide a more comprehensive overview of knowledge transfer practices in Spain in the SSHA field, in particular, and has implications for future assessment exercises.

This case study combines Stephen Brookfield's Critical Incident Questionnaire (CIQ) and Tuckman's phases of small group development to study students' perception of teamwork within a humanities course. As the semester progressed and students' experiences within the team cycle evolved, their reliance towards direct teaching decreased and their degree of satisfaction with group dynamics and productivity increased. An exit survey, more specifically focused on skills learned through teamwork, revealed that adjourning and transforming are two distinct phases in succession. These findings diverge from existing literature, which often refers to adjourning and transforming either as the same phase, or as alternative directions. Tuckman's model was slightly modified to take these discoveries into account.

Health care in the 21st century has emphasised science and technology-centred practice, which might lead to dehumanisation such that healthcare professionals come to treat patients less like persons and more like objects. A programme of humanities for healthcare professionals has been suggested as a solution to overcome the problem of dehumanisation. The OMNIBUS programme was developed in humanities curriculum for a Catholic nursing programme to foster students to have attributes of a 'Good Samaritan', a model for compassionate professional. This paper describes the effect of a four-year nursing programme with a humanities curriculum on students' compassionate attributes including bioethics awareness, cultural competency, empathy, and spirituality. It was a secondary data analysis using time-series data collected from nursing students. The levels of bioethics awareness and spirituality among the nursing students have improved. They maintained cultural competencies and empathy skills over time. Developing a humanities curriculum can be used as a strategy to teach Christian values to professional students without emphasising religious aspects.

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

The current anthropogenic climate crisis presents unique challenges to the higher education classroom. Pedagogy in the context of climate change must be attuned to complex and varied student experiences that can contend with feelings of anxiety, disconnection, distress and hopelessness. As educators and researchers, we collate our pedagogical approaches in the humanities and social sciences to progress ongoing discussions about climate pedagogy and highlight possibilities for action from Australia. Drawing on the inherent interconnectedness of our disciplines, we offer an interdisciplinary agenda for teaching in the climate crisis that is attuned to framing, positionality and reflexivity; multiple temporal and spatial scales; other ways of living and knowing; and creative action and activism to cultivate an affective classroom.