Search

2022 opened with World War C, the first major cyber world war. Wanting to capitalize on history in the making, Information Systems faculty are integrating real time events to increase student engagement, comprehension, and application of IS concepts. This paper outlines a successful midterm evaluation pivot that leverages current events. We discuss two different actions taken and objectives, outcomes, and implications for teaching and educational research. We find that incorporating extreme current events motivates students towards self-learning and creative knowledge outlets, which in turn stimulate greater comprehension, application, and retention across the entire class.

This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field's evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study's implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education.

This paper opens with a family anecdote in which my future mother in-law, when asked what wise advice she would offer undergraduate university students, replied, "I would tell them it's not going to be okay." Can we learn to keep engaging with the world despite its inevitable disappointments? I propose that Stoic philosophy, by "orienting" our "attention" and "courage," can help us navigate the troubled post-COVID world we share. To help make this more concrete, I describe a critical moment I observed in which a maskless shopper insulted fellow patrons in a grocery store for wearing a mask. I then develop the Stoic themes of acknowledgement (a commitment to the facts) and affinity (reaching out to others to build community). In the conclusion I return to the "maskless shopper" incident to consider how my two Stoic themes might help open a dialogue with this person. After discussing the limitations to such an undertaking, given the surge in populism over the last decade, I conclude with the appropriately tough-minded Stoic proposition that despite the obstacles, we must keep trying.

Many events that occur in the world affect not only the place where they occur but also many regions in the world. This situation necessitates the evaluation of the developments and changes in the world from a universal perspective rather than considering the national interests of each country. The universal evaluation of the problems experienced has led to the emergence of global citizenship. With global citizenship, individuals interact with other people and become sensitive to different events. The individual's interaction with other people and forming public opinion about the events that occur can be realized more quickly and easily with social media, which is preferred by all societies globally. For this reason, the aim of the research was to determine 'the impact of social media on global citizenship' in line with the views of social studies teachers. Phenomenology, a qualitative research method, was preferred in this study. The participants of the study were 22 social study teachers working in secondary schools in the city center. To obtain the data, a semi-structured interview was developed by the researcher after consulting expert opinions. The research concluded that the use of social media has a strong impact on global citizenry, as evidenced by a range of petite responses gathered from the varied related dimensions of importance, awareness, and effect about the subject. [Note: The page range (457-474) shown on the PDF is incorrect. The correct page range is 457-473.]

Given the rising number of refugees in the United States, it is becoming increasingly important for individuals to understand the lived experience of refugees and foster their inclusion. World Relief refugee simulations were designed to raise awareness about the refugees' rehoming process, and these immersion activities may be powerful experiences to improve participants' character. Furthermore, these simulations may aid individuals in shifting their preconceived perceptions about this population, and as a result, participants may become more inclusive of refugees. However, minimal research has been conducted on the value of refugee simulations. This convergent mixed-method study examined the difference between community college students' character strengths before and after a refugee simulation and explored their experiences in the refugee simulation. The quantitative data were collected using the VIA Character Strengths Survey. The results revealed that community college students' character strengths such as bravery, curiosity, fairness, judgment, kindness, love of learning, social intelligence, and zest were statistically higher after this intervention. The qualitative data were collected with an adapted version of the Guide for Reflective Practice. The results indicated that community college students' participation in the refugee simulation was transformative. These findings suggest that refugee simulations aid in character development and change participants' perspectives about refugees.

An arts-based qualitative research study was conducted to study the use of political cartoons in Israel education in a high school class. Data analysis revealed that students' initial interest in the cartoons coupled with the diversity of representations of Israeli society on display in the cartoons facilitated an Israel education experience that afforded students the opportunity to engage in meaningful text-to-self connections that also deepened their understanding of the complexity of Israeli society.

We are living in a time of earth systems breakdown. Humankind and other life on our planet are on the brink, most likely the brink of collapse in some form. The task before us as educators is great since this is a time of multiple and complex crises. However, humanity seems paralysed, unable to face the immensity and urgency of the combined challenges before us. At its heart, this paper considers Simone Weil's proposals regarding rootlessness in light of the present global crises and seeks to address her assertion that education is part of the problem. A religious education which can be concerned not only with matters of the world, but with human connectedness in and to the world is sought. It is proposed that an approach to teaching drawn from Weil, might be able to bring something restorative to education in the public sphere for these times. A practical example of this is included in the closing section. This is one which brings children to attend to, and discern from, what it is to live a religious way of life conceptualised in relation to existence and not only as belief and practice, raising questions for future research consideration.

This paper examines the development of indicators measuring attacks on education through a case study of the Global Coalition to Protect Education from Attack (GCPEA). As GCPEA and its partners have brought the problem of attacks on education to the attention of global civil society, they have engaged in contestation to define attacks on education and construct indicators to track the relevant violations. These debates are significant in that indicators are a tool of global governance that shape policymaking and resource allocation. The discussion draws on the author's decade of experience working among groups focused on the protection of education, including direct involvement developing indicators on attacks on education, and on three sets of qualitative interviews. It analyses how resource limitations, organisational agendas, challenges of measurement and verification, and global power dynamics exert pressure towards a more narrow understanding of attacks on education. This limits the transformative potential of the protecting education agenda. The discussion illustrates that EiE actors must consider the ways that they measure their work in ongoing conversations about creating a decolonial and more equitable field of practice.

This study explored the reading interests, and preferences of educated Arabs such as students, faculty and professionals, the types and number of books they read before, during and after the Pandemic (between 2012 and 2022). Data were collected from Twitter threads, hashtags and surveys and responses to the question "What are you currently reading". The Twitter data analysis showed that the preferred book titles with the highest percentages were novels/fiction (31.5% before the Pandemic and 41.5% during the Pandemic); Islamic books (22.5% before the Pandemic and 12% after the Pandemic);(iii) self-development books (12.5% before the Pandemic and 20% during the Pandemic). 80.7% preferred to read paper books and 19.3% electronic books. In most surveys, between 50%-60% of the respondents do not read at all. In 2 surveys, between 76%-80% do not read. The highest number of books read was during the Pandemic as 32.5% read 5 books and 38.5% read more than 20 books. The status of reading after the Pandemic was like that before the Pandemic (43.4% did not read). Even graduate and undergraduate students. 31% of graduate and undergraduate students read nothing outside their course textbooks. For enhancing students' reading interests, preferences and the types and amounts of books read, the study recommended using book clubs, BookTok, encouraging students to visit libraries, using online courses, blogs, and mobile apps for discussing books read, integrating global topics in the school and college curriculum and others.

This study aims to examine the opinions of social sciences pre-service teachers on the present and future of world problems. The study is a qualitative one and modeled according to the phenomenological research. The participants consist of pre-service teachers in the social sciences teaching undergraduates in Turkey. A survey that consists of open-ended questions developed by the researcher was used to collect the data. The data were analyzed using the qualitative descriptive analysis method. According to the research results, most of the participants stated that they were mostly concerned about human-based world problems. The world problem they are affected mainly by was women's issues when they hear these problems from the news or experience these problems in their personal lives. Most of the pre-service teachers stated that education was the most important factor in solving the world problems and that women's problems, which emerged as the most important problem, could also be solved by education. In their predictions for the future, they put forward that 50 years later, the world's most important problem would be water scarcity, and most of the future problems would be related to nature.

The purpose of this study is to investigate how to improve higher education students' awareness of global issues with English teaching within the scope of the theme-based model of content-based language teaching (CBLT) approach and how to overcome problems that may be encountered during the implementation. Designed as an action research, the study was conducted in the spring term of the 2015-2016 academic year, with sophomores of a state university's vocational school. "Gender equality" theme was addressed within the scope of the study. The research data were collected through semi-structured interviews, observation, student journals, researcher journal and student products. The findings of the study revealed that while the concept of gender equality was generally limited to gender equality under the law prior to application, the scope of this concept was expanded to encompass not only law but also home, work, family and social life in many ways after the implementation. As a result of the research, it was concluded that theme-based activities contributed to awareness raising about the theme and increased the students' motivation towards the course, to learn the language, take steps on the solution of global problems and research on global issues.

Development in science, technology, engineering, and mathematics (STEM) is widely emphasized worldwide. In the past decades, China has become the largest rising economy with a strong forward momentum in STEM advancement and education, which has profoundly impacted the global economy. This study investigates the current trends in STEM career aspirations among Chinese adolescents, who will soon become the future workforce. The results indicate a significant increase of students' STEM aspirations in comparison to the 2015 PISA outcomes. Further investigation suggests that the rapid change can be attributed to the recent transitions in world politics which have shifted from collaboration to exclusive competition. Insights gained from this study call for a change of mindset to recognize that in the STEM economy, collaboration is the most powerful form of competition.

In this study, the stages of creating a dynamic map in Microsoft Excel with the rapid prototyping instructional design model developed by Tripp and Bichelmeyer are explained to support and improve students' global awareness in social studies lessons in Turkey. The dynamic map was created in four general stages in the study, in which the waterfall design model was adopted. First, the needs and content analysis of the study were conducted for this aim. In the second stage, an algorithm was created in line with the determinations of the first stage, and, within this framework, the prototype of the dynamic map was designed in Microsoft Excel. In the third stage, the working status of the dynamic map was checked, the design process was completed, and the distortions on the coordinate system were eliminated. In the last stage, the dynamic map was evaluated by three experts, and the final prototype was created based on their feedback. The study was conducted using action research, the reflections of the acquisitions in the dynamic map are evaluated descriptively, and the opinions about the dynamic map are evaluated with content analysis. According to the obtained results, the dynamic map can reflect the acquisitions, concretize the content, and increase students' map literacy levels, but it also requires teacher support. In addition, the map also supports the competencies in teaching programs with mathematics and learning skills. Suggestions based on these results are also provided for educators and researchers. [This study was presented at the 3rd International Turkish World Congress of Educational and Social Sciences held in Ankara, Turkey on 10-12 November 2020.]

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum.

International schools encourage international mindedness, which in turn supports global citizenship education (GCE). This article responds to the notion that GCE fits into the narrative of international schools, yet not much information indicates how it is being approached in practice. Although the international curriculum provides opportunities for GCE, it can also pose several challenges for these schools. On the one hand, international schools are, to a great extent, independent institutions that follow an international curriculum and foster an international orientation toward knowledge and attitude; on the other hand, they are committed to preserving the status quo, due to the various backgrounds of their students. They expand on teaching students about global issues in a manner that does not cross the boundaries of their school's socio-cultural context. Nonetheless, international school educators understand their responsibility to teach students skills that will allow them to function successfully in the new globalized reality. This includes an awareness of current affairs, the ability to navigate media and social media in the era of fake news, and an understanding that the actions of a few do not represent the entire culture. Furthermore, experimental learning and extracurricular activities give schools a major opportunity to internationalize and promote active citizenship. Such outsourcing helps international schools provide GCE education, yet at the same time, keep themselves relatively neutral in their core.

The article considers one of the new social phenomena that have arisen in society, and is currently changing everyday social practices, which are one of the integral parts of the new media - computer games. The problem of the study is conditioned by the fact that computer games are gaining popularity, while increasingly influencing players, changing their established way of life, behaviors, forming new styles of communication and attitude to the surrounding reality. The activation of interest in the process of everyday social practices arose due to the shift of value orientations in the structure of students' lifestyle. The aim of the study is to analyze the impact of computer games on everyday social practices of students-gamers. The leading methods for the study of this problem is the interview method, which allows revealing more fully and multifaceted impact of computer games on everyday social practices of students-gamers. It was found that the main characteristics of the gamer are: the ability to appreciate the game; the ability to play a lot of fun, not to chase the game awards; to see in the games something of great importance; to know a lot about different games; to be able to play well and understand the game. It is shown that computer games do not generate subcultures, but only try to unite people and teach them to work together in a team. Gamers arrange events for any particular game they play. Such meetings are most often of a competitive nature. Students-gamers note the following skills that they acquire through the games: meeting new people; learning English; improving communication skills; interesting stories; historical moments; military Affairs (weapons, equipment, military battles, etc.); myths and legends of different world cultures. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, psychology of work, sociology, as well as for further theoretical development of this issue.

Translation receives a lot of attention from sociology, psychology, computer sciences, information technologies and from linguistics, from which it originates. With the advances in technology in the 21st century, studies show that translation is not a sterile linguistic activity, but a reflection of a set of skills and capabilities of the translator/interpreter (T/I). In this respect, the formation of translation competence and related practices requires a thorough perception of worldwide affairs embodying value systems that a language holds framed through sociocultural practices. The achievement of the nature of both source and target languages, henceforth, allows for the establishment of effective linguistic competencies. In turn, such sociolinguistic, communicative, strategic, pragmatic and semiotic competencies provide the T/I with the opportunity to consider the translation/interpretation task from a variety of perspectives, all of which might initially seem independent of each other, but inherently correlated in their nature. Especially, the study of the physical properties of speech helps interpreters perceive a wide range of sounds for fluency and strategic thinking. Therefore, translation/interpretation is said to be a communicative activity, to be recognized and acknowledged by practitioners more in the sense that language -- the tool of the craft -- is a reflection of value systems framed through sociocultural practices and a mindset formulated with critical and creative thinking. This is believed to play a key role in the way translation/interpretation is perceived and, hence, its success upon implementation. In accordance with this framework, this paper provides a set of key qualities accounting for a T/I's success.

Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In the current historical moment, adolescents often must make sense of the ways socio-political conflict impacts their world. Displacement, often an effect of socio-political conflict, is increasingly a theme in adolescents' lives, and therefore a prevalent theme in the ways they see the world. Providing spaces for adolescents to discuss their relationships to displacement through Young Adult (YA) texts can provide educators a possible way to support to adolescents at this critical time in their lives. Using affect theory to analyze the ways emotion moves through YA texts and reading bodies, this article examines four YA texts: "When Stars Are Scattered" (Jamieson et al., 2020), "Between Shades of Gray" (Sepetys, 2011), "Kira Kira" (Kadohata, 2006), and "They Called Us Enemy" (Takei et al., 2019). In examining these YA texts, this article seeks to understand how displacement moves through each text and impacts adolescent characters.

This article uses thematisation theory (Luhmann, 1996; Pissarra Esteves, 2016) and frame analysis (Entman, 1993) to analyse externalisations to world situations (Schriewer, 1990) in the Portuguese print media's discussion of education. Our data constitutes news and opinion articles collected after each PISA cycle's results was published. The analysis demonstrates that the education themes discussed in the media between 2001 and 2017 are consistent, despite occasionally being discussed more intensively, frequently following the themes highlighted by PISA reports and OECD media communications. The frames used for these themes are more diverse, changing according to the speaker's agenda and viewpoints. Externalisations (frequently PISA, OECD, and other participants in the survey) serve as sources of authority that help in thematising and framing education. This process works as a mechanism of double reduction for the complexity of the social world, narrowing the possibilities of how education is seen and interpreted by the public.

Existing research in global and social studies education has focused on methods, tools, and instruments to impart dispositions and skills for global learning, with little research pertaining to key global content knowledge. In this manuscript, the authors consider the use of the United Nations Sustainable Development Goals as a prospective global content knowledge framework to impart global learning in social studies. Middle-grades Ancient World History content standards from two countries, China and the U.S., were reviewed to evaluate the degree of their alignment to the United Nations' Sustainable Development Goals, particularly Goal 5: Gender Equality. The authors found little direct content alignment between content presented in the SDG and the reviewed content standards. Implications of this research in the consideration of global content knowledge frameworks, as well as preparing learners to live up to the expectations of the Sustainable Development Goals, particularly Goal 5, in social studies are discussed.

Educators everywhere consider how best to prepare students with the knowledge, skills, attitudes and behaviors to be informed, engaged, and caring 21st century citizens. This article provides a report of an ethnographic transnational field study examining how 30 educators located in Costa Rica, Myanmar, and the United States, conceive of citizenship and civic education based on textbook use, classroom materials, pedagogical practices, and instructional strategies. Data sources included field logs, debriefing sessions, one-toone interviews, focus group discussions, classroom observations, textbook evaluations, and review of media documents. Participants in the United States network emphasized multiple perspectives applied as a lens to the study of contemporary global issues. Costa Rican participants mirrored this description but with emphasis on nationalistic goals to equip students with skills to work for tangible improvements in the lives of Costa Rican citizens. In the Myanmar context, participants relied almost exclusively on textbooks; in this case, context and culture informed the aims and approaches of civic and citizenship education. Implications contribute to transnational discourse addressing the practice of civic and citizenship education globally. This study expands dominant definitions and the importance of an ethnographic transnational framework to examine citizenship and civic education between diverse systems.

This paper analyzes the textual aspects in Critical Discourse Analysis (CDA) Norman Fairclough model of "CNN" news discourse about Uyghur issue. When this research is conducted, there are only at least five articles specifically discussing Uyghur issue that are 29th December 2011, 29th February 2012, 29th February 2012, 30th October 2013, and 5th September 2014 publications. The research focuses on analyzing the text representation and the relation between participants in the discourse. Objectives of the paper are: 1) to analyze the text representation of news in the news channel of "CNN" related to the Uyghur case, and 2) to analyze the relation between participants in the news channel of "CNN" related to the Uyghur case. The subject of this paper is Uyghur issue as reflected in the news articles of "CNN" International. The paper applies qualitative descriptive method. As a consequence: "CNN" often put formality features and a vague vocabulary to block and obscure the negative value from the readers to China. The relation here is presented by "CNN" to China rather than "CNN" to Uyghur. It is reflected by the power of the status of China.

What should U.S. schools teach about U.S. actions abroad when students in the classroom have varied or conflicting memories, ideas, and experiences? Should schools teach the dominant narrative of U.S. benevolence and innocence in world affairs so as to instill patriotism in children? What kind of patriotism are we concerned with here? Or should schools teach the dominant narrative because counterstories that disrupt American exceptionalism are too difficult? For whom are the counterstories difficult? Whose cognitive or emotional well being are we concerned with here? I explored these questions as a parent-researcher, inquiring how my child, an Asian American elementary student, makes sense of the conflicting accounts of U.S. history she receives at home and school.

This article is drawn from a set of qualitative interviews and observations with practicing social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States of America, as they grapple with what it means to teach about religion in their social studies classrooms given the larger superstructures of American culture. This article analyzes two themes: (1) what it means to teach about religion, and particularly Islam, in the post-9/11 era and (2) what it meant to talk about religion in the post-truth age of the presidency of Donald Trump. Though the two events are unconnected at least at the surface level, they give us an understanding of how world-historical events enter into social studies classrooms in obvious ways, but also and in addition, more subtle and pervasive ones.

The study of multilingualism has gained prominence due to increases in linguistically diverse student populations. This paper aims to contribute to research on multilingualism by addressing schoolteachers' beliefs and practices related to linguistic diversity. A unique sample of 606 teachers across ten minority-dominant schools from Southwest China participated in the survey study. The results show that schoolteachers hold both monolingual and multilingual beliefs. Teachers' beliefs are mainly positive about multilingual education, and they favor supporting multilingual teachers. However, students' home languages are viewed as the barrier to the school success. Furthermore, many teachers rarely implement linguistically responsive teaching practices. A moderate correlation was found between teachers' beliefs and linguistically responsive teaching practices. Additionally, regression analyses show that teachers' linguistically responsive teaching practices can be predicted by age, gender, language background, travel experience, international news exposure, and culturally relevant teacher training. These findings indicate an urgent need for teachers to participate in professional development to become better equipped to advocate for multilingualism and effectively address the realities of language minority students.

This research examines whether explicit course-level learning objectives (LOs) affect students' perceptions of courses and ability to recall factual knowledge and analyze political problems. The study compares four sections of the author's introductory world politics course -- two that were provided with the explicit learning objectives and two that were not. The results revealed no difference in students' performances when it came to recalling facts and analyzing problems. Analyzing student evaluations, however, indicated that students who received learning objectives perceived the grading of their assignments as fairer than did students who did not receive LOs, indicating that LOs help students feel comfortable in a course. This suggests the need for research examining how LOs interact with such educational techniques as learning teams and weekly writing assignments. Future research also might explore how LOs affect students in courses employing online and other delivery methods.

Accumulating information and knowledge is a major task of development. A common assumption is that we build our storehouse of world knowledge, our semantic memory, through direct experience. Although direct experience is involved, to explain fully how we know all that we know, we also must consider processes that allow for integration of information learned in separate yet related episodes of direct learning, as well as inferential processes that operate over integrated representations and permit productive extension of knowledge. In this article, I describe the self-derivation through integration paradigm my colleagues and I developed to model these processes. Using this paradigm, we charted individual and developmental variability throughout childhood and in young adults. Several findings support the contention that the self-derivation through integration paradigm provides a valid model for how we build semantic knowledge, including the observations that performance on the task correlates with and predicts individuals' world knowledge and academic success.

Despite the popularity of Model United Nations, no effort has been made to directly assess student learning since 1984. Accordingly, we developed and administered a pre- and post-conference survey to participants in the 2007 American Model United Nations (AMUN). We assessed whether participating in the simulation affected students' general knowledge of the UN; their attitudes towards the UN and the most important member states; and their understanding of diplomatic strategies. We find that first-time participants increased their general knowledge, developed a more realist orientation towards international relations, and placed more emphasis on the importance of individual agency in world affairs.

In today's heavily science-dependent global society, science education should be the key to learners more fully grasping global issues. A content analysis of 24 elementary school science textbooks in Taiwan was undertaken to examine how global issues were represented. The results revealed that about half of the content was related to global issues, yet it was limited to the conventional subject knowledge of science. Most of the related units covered environmental sustainability and global systems. Multiculturalism and human rights, social justice, and conflict prevention were seldom mentioned and lacked intellectual depth. In the temporal dimension, global issues in the related units were mainly presented as existing in the present period, while there was less emphasis placed on the future or the past. Regarding the spatial dimensions, global issues in the related units were mainly presented in the classroom and family contexts, rather than in the broader social or global context. To prepare our students for an inclusive and sustainable world, science textbooks should adopt a broader perspective to include more underrepresented global issues and expand the temporal and spatial dimensions to facilitate students' future thinking and public engagement. This study is the first step toward this goal with practical suggestions for front-line teachers and teacher trainers, and for developing science education materials that better represent global issues.

This study aims to augment the current understanding of how practicing teachers perceive and implement disciplinary literacy and in what ways they collaborate with researchers in a disciplinary literacy project. To do this, we collected and analyzed transcripts of the meetings from a disciplinary literacy project that was a university-school partnership between history teachers, literacy education researchers, and social studies education researchers. To analyze our data, we applied a constant comparative method and identified three salient themes: collaboration, text use, and instructional practice. Specifically, the teachers cited that the triangular structure of the collaborative expertise of teachers, literacy, and social studies education researchers was useful in constructing professional and instructional knowledge. In terms of text use, teachers expressed that the intentional selection and teaching of multiple and multimodal texts provided diverse perspectives and supported the various ways in which students read and learn. Finally, concerning instructional practice, the teachers revealed that disciplinary literacy and thinking skills should be intentionally taught and that methods for enhancing discipline-specific motivation should be considered. Based on these findings, key issues and implications are discussed.

World politics simulations are gaining popularity and becoming mainstream. With advanced technological tools, experimental learning brings together students from afar increasing the multicultural nature of meetings and practical learning. Progress in running simulations and pedagogical goal fulfillment still require the removal of accessibility barriers, to make our educational environment more equal, universally across the globe. This study addresses four barrier types, describes improvement in the legal setting over the years and points to still unmet challenges preventing an equitable learning experience for all students regardless of background, race, religion, or ability. Components from the Universal Design for Learning (UDL)--Action and Expression, Engagement, and Representation--serve as pedagogical guidelines, applied in the Syrian Civil War Simulation (SCWS) to illustrate how gradually progressing role play can overcome some if not all barriers. Some barriers are technical-procedural, so addressing them necessitates awareness and application of easily available modifications. Others are deeply embedded, making their removal harder and more costly. In conclusion, the study highlights practical ways to overcome barriers, emphasizing the role of networking as a way to identify problems, learn about available solutions, share the costs of implementing changes, and make simulation projects attractive to all students.

The author of this article presents a brief introduction to the use of current events news articles in an introductory microeconomics course for business students. Popular press articles are integrated with small-group peer instruction, and student understanding is assessed using student response system, or clicker, questions. Examples of lesson learning objectives are presented, along with a discussion of how news articles and clicker questions are combined to promote student interest and engagement. Sample clicker questions are also provided.

The "Next Generation Science Standards" and other educational reforms support the formation of deep connections across the STEM disciplines. Integrated STEM is considered as a best practice by the educational communities of the disparate disciplines. However, the integration of non-STEM disciplines is understudied and generally limited to the integration of art (STEAM). Humanistic STEM blends the study of STEM with interest in and concern for human affairs, welfare, values, or culture. This study looks at an infusion of the humanities into an online chemistry course to see if there is an influence on student connection between course content and cross-disciplinary perspectives. Specifically, students were asked about the course making clear connection to STEM disciplines, between science and non-science, between science and the real world, and a widened perspective of science connection other courses in their degree programs. Items on a Likert scale were presented as part of the end of course evaluations and yielded 59 responses. Although no statistically significant difference in the pre- and post-infusion agreement, it is evident that the additional perspectives did no harm. The positive movement in this pilot study encourages further investigation with stronger infusions of both STEM and humanities content.

World issues and news organizations' operational realities have become so complicated that journalism professionals realize collaboration is the only solution to quality reporting on global issues. Journalism schools need to train their students in the key elements of global collaboration so they can prepare them to stay relevant and cover as many aspects of global events and their implications as possible. This syndicate discussed these issues and new ways in which journalism schools can teach international reporting.

This article examines the life and work of Mary J. Serrano (1840-1923), a successful translator and popularizer of Spanish literature in late nineteenth-century United States. It provides a short biography of Serrano and focuses on her work for the Spanish Legation in in Washington D.C. during the Cuban War of Independence (1895-98), a period of increasing anti-Spanish sentiment in the country. The article seeks to recover the figure of this important, yet largely unknown translator. Her biography also illuminates a number of trends that helped define this moment in history: the bourgeoning role of women as translators and authors, but also cultural mediators and engaged citizens; the diffusion and popularization of the emerging field of Hispanism in the United States; and the complex web of interactions and ethnic identities that shaped the immigrant experience in urban America.

Problem Statement: In recent years in Turkey, studies have been conducted that focus on the effects that globalisation has on education, but there have not been any papers based on the historical and conceptual framework of global education. Examining the literature, it can be argued that social studies courses have played a role in preparing individuals for the social and cultural lives in which they live. For this reason, it seems to be necessary to reveal the relationship between social studies courses and global education, as well as the extent to which the courses serve the aims of global education from the perspectives of primary school teachers. This study aims to reveal primary teachers' views on training individuals who can adapt to today's world based on the basic framework of global education in the context of social studies courses, and will also present solutions for preparing students for an increasingly global world. Purpose of the Study: This study aims to investigate primary school teachers' views about global education in social studies courses. Method: Semi-structured interviews and documentary analyses were implemented in this phenomenological paper. Interviews were conducted with 12 primary school teachers at six different primary schools in Eskisehir. Documentary analyses were based on the students' assignments from the interviewed teachers' classes. In this process, 105 assignments were analysed. Content analysis was used to analyse both interviews and assignments. Findings: According to the analysis process, four main themes emerged: (1) definitions about globalisation, culture and global education; (2) global education in social studies courses; (3) suggestions about infusing global education in social studies courses; and (4) students' assignments in social studies courses. Conclusion and Recommendations: According to the findings, it is found that there are misconceptions about global education and globalisation in teachers' identifications. In the paper, it was found that the teachers' definitions of globalisation and culture were mostly positive. Respect to differences toward multiple perspectives was mentioned in the social studies courses; however, this was not reflected in the students' work. It was found that activities that can be regarded in the context of global issues and global connections were insufficient and superficial.

Following release, former hostages face many challenges and may struggle to regain control over their lives. Research and evidence on how to effectively address the needs of hostages during their release and afterwards is lacking. The International Committee of the Red Cross has extensive experience in managing hostage situations and has strengthened the practice of care offered to its own affected staff by developing an inter-professional comprehensive seven phase care model adapted to incidents of extended duration with multiple stressors. This includes strong coordination between the different actors involved, combined with long-term peer, social and organisational support, as well as workplace reintegration with guidance by colleagues, and specialised counselling when necessary, to ensure positive outcomes, and minimise permanent sequelae.

Memory for public events was compared across Chinese and U.S. participants to explore competing explanations for cultural differences in flashbulb memories. Participant recall of the canonical features of events was more detailed and more likely to include a specific time in the United States than in the Chinese reports. Vividness was positively correlated with the flashbulb memory scores only in the U.S. sample. In both cultures, emotion, national importance, and thinking about the event predicted vividness and recall of memory details. Chinese participants reported primarily disasters and social events, and their memories were more likely to include international events than U.S. participants. The U.S. participants recalled primarily political events and terrorism. These results suggest that culture has important influences on the quantity, level of detail, completeness, and vividness of autobiographical memories as well as on the types of events triggering flashbulb memories.

In the post-truth era, information is harder to trust than ever before. News has become more about entertainment than information and consumers now subscribe to media in order to have their view reinforced and not challenged. The media environment has become more tribal, defining the people who consume it. On top of this environment, the plague that is fake news has descended upon the internet, making truth a relative concept rather than a scientific one. Navigating the media and finding truth in current events has become a confusing process. In the wake of the major events of 2016 -- Brexit and the United States election, two events that were defined by misinformation, lies and fake news -- post-truth emerged as a political term to define the era we now live in. It is one where truth is of little value and people give in to the politics of emotion rather than fact. This sets a dangerous scene for democracy and threatens to undermine any major future democratic processes. In order to alleviate this issue, a critical media literacy must be adopted in education. Students need to be given the tools to critically analyse media as well as understand the structures of power behind media organizations, what their goals are and who they serve. In doing so, fake news can lose much of its power and truth can emerge.

This article deals with understandings of change. It attempts to provide a framework for comprehending the hopes and assumptions concerning change that are implicit within global learning. The proposed framework of understanding draws on the theoretical perspectives of 'world society' (Luhmann) and "homo absconditus" (Plessner), and therefore places the proposed framework regarding an understanding of change within the context of an understanding of cultural functionality.

In this essay I explain the basic tenets of postcolonial theory and its possible implications for teaching social studies and global issues in American high schools. The use of this theory is becoming increasingly significant, given the growing Islamophobia and Orientalism in the United States, the ongoing uprisings in the Middle East, and the divide between East and West at the political levels. Also, it recognizes the right of the Other for appropriate representation, self-determination, and justice. The essay allows scholars, teachers, and educators to enrich their strategies of critique, and their pedagogical repertoire, and to prepare critically and globally informed citizens.

Asia today is the center of tremendous growth. With the continued rise of China and the influential roles of Japan and South Korea in international affairs, it is no wonder that the 21st century has been dubbed the Asian century. Outside of these influential political actors, one also see the growing political significance of Southeast Asia in world affairs, led by the city-state of Singapore and by Indonesia, the world's most populous Muslim state. While there is much to be hopeful for across the region, potential conflicts are also latent, from disputed islands off the eastern shores of the Asian continent to the unresolved strategic challenge on the Korean Peninsula. Asia, truly, is a central region of international affairs today, politically and militarily. California State University, San Bernardino offers three major courses related to Asian cultures and one elective, "East Asian Politics" (PSCI 305). The course is one of the elective political science courses within the subfield of comparative politics. It has been taught three times at CSUSB, with approximately 35 students per course. Approached from a multidisciplinary perspective, including history, geography, and politics, the seminar offers an introductory overview of East Asian politics, focusing on significant countries in the region, analyzing domestic and foreign politics, and examining the policies and actions of nation-states within the region. Countries of study include Japan, Indonesia, China, Taiwan, Singapore, North Korea, South Korea, Malaysia, Thailand, the Philippines, and Vietnam. This article provides an overview of the course.

Americans in general tend to pay less attention to international affairs than their counterparts around the world. Therefore, Americans know much less about international affairs and lack international knowledge than people in other countries (Ivengar & Morin, 2006). As we move to high levels of globalization on all fronts, we must confront our lack of knowledge and how we might remedy this problem. So, we aim to analyze if completion of a course in international business increases students' attention to international affairs and changes students' attitude toward other countries and their welfare. The results suggest that while taking an international business course does increase students' attentiveness on international affairs, students' attitudes towards other countries and their welfare did not significantly change.

We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students' factual (Study 1) and perceived (Study 2) world knowledge predicted students' normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one's connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted endorsement of pro-social values and behaviours (e.g., intergroup empathy, valuing diversity). Overall, the results highlight the indirect influence of factual and direct influence of perceived world knowledge on students' felt connection with global citizens.