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

Organizational cynicism can stem from differences in organizational practices and behaviors, as well as individual differences (Johnson & O'Leary-Kelly, 2003; Bommer et al., 2005). Studies reveal that the experiences of educational employees with organizational cynicism are significantly influenced by factors such as psychological contract violation, workload, organizational justice, organizational stress, ethical leadership, job security, political discrimination, organizational silence, organizational culture, organizational communication, organizational trust, and organizational exclusion and isolation. The aim of this research is to uncover the perspectives on organizational cynicism of academics who have held similar positions both in Turkey and in Europe or USA. In this study, qualitative research methods were employed to conduct interviews with 12 participating academics. The codes and anecdotes obtained were analyzed under three themes, forming the findings. According to the research results, the organizational situations experienced by academics during their duties in Turkey differ from those they encounter in organizations in Europe or USA.

In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants' learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students' access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.

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

Social-emotional skills are crucial for preschool children's mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the "EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in accordance to the specific characteristics of these students in order to help them to achieve the learning goals. Aiming at bringing computing education to all middle and high-school students, we performed a systematic literature review, in order to analyze the content, pedagogy, technology, as well as the main findings of instructional units that teach computing in this context. First results show that these students are able to learn computing, including concepts ranging from algorithms and programming languages to artificial intelligence. Difficulties are mainly linked to the lack of infrastructure and the lack of pre-existing knowledge in using IT as well as creating computing artifacts. Solutions include centralized teaching in assistive centers as well as a stronger emphasis on unplugged strategies. However, there seems to be a lack of more research on teaching computing to students from a low socio-economic status background, unlocking their potential as well to foster their participation in an increasing IT market.

Although Chinese has become one of the most influential second/foreign languages in the world, teaching Chinese as a foreign/second language (CSL/CFL) abroad faces great challenges. M-learning and mobile-assisted language learning (MALL) display great advantages to facilitate second language learning, including CSL/CFL. However, most research was related to English as a second language (ESL) learning. Although mobile-assisted CSL/CFL learning has developed rapidly and steadily, most of these studies were conducted in mainland China and published in Chinese, which was very difficult for non-Chinese speakers to understand. Therefore, researchers should make more efforts to study mobile-assisted CSL/CFL learning abroad. With this in mind, a systematic literature review was conducted to determine the status and trends of this topic. Considering the inclusion and exclusion criteria, 28 articles published between 2010 and 2022 were selected from Scopus and WoS databases. Publication information, research methodology, participant characteristics, mobile technologies, and research findings were summarized and reported accordingly. This review also addressed the limitations of previous research, based on which the related researchers and practitioners could make more efforts to focus on the weaknesses of mobile-assisted CSL/CFL learning.

This study examines reverse acculturative stress among Saudi students returning to their home country after studying in the USA. A study on Saudi students is particularly important due to scant empirical attention on Middle Eastern students. Given the population size of returning Saudi students, it is worth analyzing their adaptation to their home country, especially as the KSA has renewed its efforts at "saudification of the workforce," a goal that relies on a highly educated population. 96 university students participated in the study. Because of the gap in values between Saudi Arabia and the USA, the study hypothesized that Saudi returnees who reported higher levels of reverse culture shock would report lower life satisfaction and quality of life. Additionally, the study posited that students' identification with their Saudi heritage would correlate negatively with reverse culture shock. A novel tripartite intervention model is proposed to reduce reverse culture shock.

United Nations Sustainable Development Goal 4 (SDG 4) focuses on education and seeks to promote inclusive, equitable, and quality education, providing opportunities for all. In this context, it seeks to promote intersectionality (gender and ethnicity) as a fundamental factor in education, and in science, technology, engineering, and mathematics (STEM) careers in particular. Similarly, it aims to support programs that include the gender gap in their studies to mitigate the lack of Indigenous women and/or students from native peoples in STEM careers. The objective of this work was to carry out a categorization of programs aimed at Indigenous students in their processes of access, retention, and follow-up in STEM careers, with the purpose of making visible the variety of approaches and programs that have been created in different regions of the world. A systematic review was conducted to analyze the programs, and the classical content analysis method of scientific production was employed. The main results of the analysis are classified into three main categories: the characteristics of the studies, the programs, and their results. In relation to the study's contribution, the aim is to generate knowledge and understanding of the programs identified to promote the inclusion of this underrepresented population in STEM education.

Chinese international students' well-being is an important part to notice with the rapid number of Chinese international students (CIS) in the U.S. and the increasing number of depressions in college. A systematic review of articles using analytical methods was conducted following the PRISMA guidelines. 1600 studies were initially reviewed from EBSCO, ProQuest, etc. After examining inclusive and exclusive criteria, 30 studies were included in the full review. 19 psychological factors associated with CIS's well-being were found. Results showed that social support is positively associated with CIS's well-being and is correlated with acculturative adjustment for improving psychological well-being. This research revealed the importance of considering cultural psychology in mental health professions, such as acculturation, language issues, and social support. When this population reports depression, anxiety, or academic stress symptoms, mental health providers need to be aware of these impacts and provide psychoeducation for counseling services in the U.S. college. [Note: The page range (529-551) shown on the PDF is incorrect. The correct page range is 529-550.]

Asian international students continue to suffer from sexually harassing behaviors on college campuses. However, there has been little to no reporting of the incidents that cause their distress. Drawing on narratives of Asian international students in a predominantly white institution, the current study examines the barriers that these students face while reporting a case formally to the institutional representatives. The findings suggest that the severity of the case, lack of departmental support, fear of retaliation and peer relationship are among the major factors that hinder them from making a formal report. Implications of this study lie in informing the institutional policies and departmental practices to design more inclusive environment for the international students.

Background: Currently, the globe is at the crossroads of a polycrisis where multiple shocks and interdependencies play out in an ever-evolving integrated world. Young children and their families bear the brunt of these realities through stresses that have a negative impact on them. In seeking better worlds in early childhood care and education (ECCE), it is imperative that universalised quick-fix solutions that sideline multiple perspectives and multivocality do not become the norm. Aim: This conceptual article aims to interrogate the epistemic dimension in ECCE by analysing resistance to dominant framings and possibilities for new beginnings. Methods: Specific concepts from decolonial literature are unpacked and operationalised through a collective case study. Cases were purposively selected for their pushback elements from literature and the author's experiences. The cases from the United States of America, Africa and South Africa were analysed for patterns of resistance and possibilities. Results: The findings reveal that the resistance efforts from different geographical regions emanate from intentional actions to contest dominant perspectives in ECCE, and to reorient the epistemological space with affirming alternatives. As a collective, the case studies can be read as relational experiences that resist elimination and assimilation into universalised framings of ECCE. Conclusion: The focus on the epistemic dimension from different geographical spaces, and more importantly from similar relational experiences, points to the importance of expanding a network of solidarity for a more inclusive ECCE science. Contribution: This study contributes to filling the gap in knowledge in ECCE through a focus on how the epistemic dimension has the potential to be skewed in the current polycrisis unless concerted action is undertaken to develop polycentres that include multiple ways of knowing, thinking and feeling in ECCE.

Flipped learning is an educational method that utilizes technology to provide instruction outside regular class hours, enhancing student engagement and learning outcomes. Bibliometric studies have been increasingly used to assess the status of research in a field. However, no study has explored research trends in implementing the flipped classroom model (FCM) in educational research. Hence, this research explored trends in implementing FCM in educational research using bibliometric analysis. For this purpose, I analyzed the data from 1,093 publications indexed in the Web of Science database using VOSviewer software. The results showed that publications on flipped classrooms increased annually, and most studies were conducted in 2020. In addition, the results also revealed that Interactive Learning Environments journal published the most articles, and most of the publications were conducted in the USA. The institution with the most publications is the University of Hong Kong, while the researcher with the most publications is Gwo-Jen Hwang. Furthermore, the results also revealed 10 clusters demonstrating research trends in flipped research in the education field. Based on the findings, recommendations for practice and research are made.

The aim was to explore the literature for instruments that assess school well-being, identifying their design features and construct appropriateness. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, and the PICO strategy to formulate the research questions. Fifty-two articles on instruments to assess pupils' school well-being were analysed using an interpretive approach. The results showed that school well-being is a topic of global interest, with China standing out, with non-uniform growth since 2007, being most notable in 2018 and 2019. Longitudinal and qualitative studies have appeared more frequently in recent years. The presence of multidimensional instruments stood out, with no consensus on the identification of the items to be assessed from a holistic perspective. This study paves the way for the design of a questionnaire that operationalise school well-being, considering not only the literature, but also the direct perceptions of pupils.

Cooperative Extension professionals utilize proven qualitative techniques to collect and analyze information to make data-driven decisions that guide program direction and determine impact. While the process may not always look the same, it is indeed essential to ensure findings are credible and reflective of the data. A codebook is a valuable tool that promotes interrater reliability among teams and enhances the reliability of findings. This article provides an overview of the process used to analyze qualitative data and the steps followed to create a codebook. Examples of the analysis process and codebook development are provided from the 4-H multi-state Youth Retention Study.

Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

There was a period in U.S. history when Black teachers were heavily employed within the educational workforce and were leading examples of excellence (Anderson, 1988). Black teachers, teaching within their communities, were able to directly impact their students' achievement and behavior while also reinforcing shared family values. As a result of the ramifications of implementing Brown v. Board of Education and strategies aimed at pushing Black teachers out, there has been a decrease in the presence of Black educators in the United States. This decline caused a ripple effect that is being felt throughout today's classrooms nationwide. Still, this topic requires more recent investigations of the data to determine if Black teacher attrition is current or a phenomenon of the past. This study examined Texas' teacher workforce data from the Texas Education Agency, highlighting the teacher demographics and identifying if there was an increase or decrease in Black teachers between 2011 and 2017. From the descriptive analysis, the researchers found that for most campuses based on urbanicity types, there was an increase in the average number of Black female and male teachers on campuses. Although racial congruency between the number of Black students and teachers appears to still be in the distant future, notably, campuses across Texas have implemented measures to draw Black teachers to their campuses.

This study considers the experience of education abroad alumni through a social justice lens. We leverage literature that places systemic change at the fore, underscoring the importance of addressing deeply ingrained attitudes, behaviors, and perceptions that perpetuate systemic inequalities or hinder progress. Practitioners and scholars have called into question the problematic, essentialist roots of study abroad while advocating for increased accessibility to education abroad. Building upon this priority, this article is oriented with a critical consciousness framework. The findings show the profound transformative impact of the study abroad experience on the personal lives of alumni, the level of career integration in their professional development, and the direct correlation between program design as it relates to social justice orientations. This project addresses a gap in the scholarship by focusing on longitudinal, qualitative data for action and the influence of alumni in increasing access to education abroad for the next generation.

The purpose of this study is to examine the effect of missing data imputation methods, namely regression imputation (RI), multiple imputation (MI) and k-nearest neighbor (kNN) on differential item functioning (DIF). In this regard, the datasets used in the research were created by deleting some of the data via the missing completely at random mechanism from the complete datasets obtained from 600 students in Türkiye, the United Kingdom, the USA, New Zealand and Australia, who answered booklets 14 and 15 from the PISA 2018 science literacy test. Data imputation was applied to the datasets through missing data using RI, MI and kNN methods and DIF analysis was performed on all datasets in terms of language and gender variables via Lord's X[superscript 2] method, Raju's area measurement method and item response theory likelihood ratio method. DIF results from the complete datasets were taken as a reference and they were compared with the results from other datasets. As a result of the research, values close to 10% of accurate imputation were achieved in the RI method depending on language and gender variables. In MI and kNN methods, results closest to the complete datasets were obtained at a rate of 5% depending on the language variable. In the MI method, inaccurate results were obtained in all proportions in terms of the gender variable. For the gender variable, the kNN method gave accurate results at rates of 5% and 10%. [The page range (445-462) listed on the PDF is incorrect. The correct page range is 445-463.]

The purpose of this research is to determine whether PISA 2018 mathematical literacy test items show a differential item functioning across countries. For this purpose, only the items in booklet number three were examined using the MIMIC method with Latent Class Analysis (LCA) approach. PISA 2018 tests are mostly developed in English. Therefore, in DIF analyses, the reference group is the UK, while the focal groups consist of the other countries examined in the research (Türkiye, Finland, Japan, and the USA). According to the results, of the 23 test items, statistically significant DIF was observed in eight items in the UK-Türkiye sample, in seven items in the UK-Finland sample, in eleven items in the UK-Japan sample, and in three items in the UK-USA sample. It is seen that the effect and size of DIF in non-homogeneous groups differ between groups and these effects can be examined in more detail with the LCA method.

Adolescence is marked by significant emotional challenges, with mood disorders becoming increasingly prevalent, necessitating effective interventions. Dialectical Behavioral Therapy (DBT) skills have emerged as promising tools for addressing emotional dysregulation in adolescents. This systematic literature review aims to evaluate the effectiveness of DBT skills in managing emotional dysregulation and reducing mood disorder symptoms among adolescents. Through meticulous analysis of existing research, this review highlights the substantial impact of DBT interventions in decreasing the frequency and intensity of maladaptive behaviors associated with emotional dysregulation. Drawing from studies involving 908 adolescents aged 12 to 18, compelling evidence suggests notable improvements in mood and related symptoms following participation in DBT skills programs. These findings underscore the potential of DBT interventions as valuable resources in supporting adolescents through their emotional challenges. Furthermore, this review emphasizes the urgent need to integrate DBT approaches into mental health interventions tailored to the unique needs of this vulnerable population. Overall, this review contributes to the growing body of literature on adolescent mental health, providing insights into the efficacy of DBT skills in promoting emotional regulation and enhancing overall well-being during this critical developmental phase.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

This paper offers a comparative analysis of internationalization policy between two distinct nations entrenched in unique sociopolitical and economic cultures, namely Japan and the United States of America (U.S.A.). How do different policymaking processes impact internationalization policy in practice? While Japan's internationalization policy is clearly articulated at the national level, the U.S. does not have a national higher education internationalization policy that emanates from the federal government. Therefore, in this study we analyzed macro-level data from three distinct policymaking sectors to identify U.S. national policy. Our analysis identifies the policy-making process in each nation and elucidates how internationalization policy unfolded in both cases. Second, we compare the development of higher education internationalization policy efforts in the two countries, sequencing events, factors, and rationales that impacted national policy. This approach allowed us to compare the implications of having a centralized versus a pluralistic internationalization policy-making process in the 2000s. Our research shows that, in practical terms, there is more variation in higher education internationalization policy in the U.S. than in Japan. In both countries, policy dynamics were influenced by social and economic factors, and political factors influenced policy in the U.S. An academic and humanitarian rationale for internationalization policy was not central to the essence of the policy in either country.

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants' methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.

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

Preparing students enrolled in healthcare programs for industry is paramount. While providing administrative and clinical education is essential, students must understand the health literacy levels of the population they serve and work diligently to ensure the population understands and comprehends the health information. Adults with low or limited health literacy levels need help understanding health information and making informed decisions. Research shows that improvements in health literacy result in decreased ER visits, medication errors, increased patient satisfaction, and better health outcomes. Health literacy is an issue throughout the world. This reflection seeks to provide a narrative comparing health literacy concerns in the United States and Spain. The objective is to shed light on the need for all colleges and universities to teach students about health literacy and how to determine patients' health literacy levels. Increasing students' understanding can improve the comprehension and awareness of patients and the population that they serve, thus leading to more appropriate health decisions and outcomes.

The main purpose of this research is to comparatively examine the views of social studies teacher candidates in Turkey and the USA towards war and peace, and to reveal the similarities and differences. In parallel with the increasing violence and wars in the world, literacy of peace has become a concept that attracts more and more attention. Each country includes war and peace issues in its curriculum in different ways. Literacy of peace has become one of the basic elements of citizenship education in democratic societies. Social studies is one of the most powerful components of citizenship education. In the social studies course, while trying to raise patriotic individuals by teaching about the wars of the past, they are also trying to raise democratic citizens who have gained peace awareness. The research is a descriptive study in which quantitative and qualitative research methods are used together. As a quantitative data collection tool, The Attitude Inventory Regarding Peace and War developed by Bizumic et al., was used. Moral dilemma stories were used as a qualitative data collection tool. Qualitative and quantitative analysis techniques were applied together to transform the obtained data sets into findings. Working group of the research is 60 teacher candidates in total, 30+30 each studying at state universities in Türkiye and the USA. Descriptive analysis method was used to analyze the data. A comparative analysis of participants' perspectives on war and peace can give us an idea about how war and peace can be included in the teaching process. According to the results of the research, it was seen that the attitudes towards peace of the participants from both countries were high and when compared, the attitudes of the participants from the USA towards peace were higher than the participants from Turkey. The findings of the qualitative analysis also support this conclusion.

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs' home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

A former United States government senior policy advisor recommended that each university ought to formulate an Africa strategy within its long-term strategic objectives. This study explored the potential for historically black colleges and universities (HBCUs) to further engage with Africa as a sustainability strategy, with an eye toward sustaining their missions and enhancing their global impact. The study utilized AutoHBCUology™, a multi-phase originally constructed mixed methodological design. The findings shed light on the multifaceted landscape of sustainability pathways and leadership commitment to internationalization with Africa among senior-level leaders at HBCUs. The emphasis on institutional leadership, stability, connectivity, and repositioning as pathways to sustainability underscores the multifaceted approach required to ensure the long-term viability of HBCUs in an ever-evolving educational landscape. The specific examination of leadership commitment to internationalization with Africa reveals a strong inclination toward professional high-level engagement, particularly through conferences and discussions with African Ministries of Education and institutions. However, fiscal resource allocation for internationalization with Africa may not be a high priority compared to other considerations. Nevertheless, the commitment to student-related activities, such as encouraging faculty, staff, and students to engage in educational exchanges, signifies a proactive stance toward fostering international experiences with Africa. Despite constraints, targeted Africa engagement may promote HBCU sustainability. Overall, this study aimed to initiate critical dialogue on typically unexplored sustainability dimensions for HBCUs in partnership with African nations.

The COVID-19 pandemic has impacted academic labour, with women being disproportionately negatively affected. This scoping review provides an exploratory snapshot into the corpus of literature investigating the impact of the pandemic on academic labour. We used a set of criteria to first identify the 86 titles from which we selected 45 as the data set. We analyzed the data on characteristics of location, investigative methods, publication information, and discipline. The findings showed that most of the data were global in context; used primarily qualitative methodologies; published in a wide variety of journals; and spanned diverse disciplines, including science and health, education, business, sociology, and political sciences. We then analyzed the data thematically. The themes we identified were gender inequity, identities and intersectionality, performing work-home binaries, and invisible labour. We added a fifth theme, lived experiences, consisting of women academics' firsthand accounts. We consider this theme unique, despite its overlap with the other themes, because it is evidence of women academics telling their personal stories. We discuss how our findings show that pandemic conditions worsened existing inequities. The solutions most often cited in the data place emphasis and responsibility on the individual, but we argue that institutions should instead be responsible to redress inequities through improving workplace labour processes. Our research can aid future research on how policy theory can inform socially just policies and practices in the post-pandemic university.

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

Black African students are increasingly choosing the United States as their preferred destination, and many choose to study at predominantly White institutions (PWIs). The purpose of this qualitative study was to investigate reasons that may influence their identification and commitment to those PWIs. We interviewed 20 sub-Saharan Africans at two predominantly White Southeastern universities. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the United States, but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.