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Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology fit, self-development, and social recognition in sales professionals' continued use of MOOCs. The study hinged on empirical research and used a survey to collect data from 366 sales professionals. The results suggest that task-technology fit, self-development, and social recognition play a significant role in sales professionals' continued use of MOOCs. The study has practical implications for organizations promoting employee learning and development. The findings provide valuable information for MOOC designers and providers to develop more effective courses that meet the needs of sales professionals.

Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students.

Critical thinking is a key transversal competency of the 21st century, but some students have difficulty, especially during the transition to online learning due to the COVID-19 pandemic. This study aims to identify epistemological obstacles in critical thinking related to proof, generalization, alternative answers, and problem-solving. This online learning involved 30 prospective mathematics teachers through video conferences. An exploratory case study was conducted on 9 mathematics teacher candidates with the highest exam scores. Data were collected from the results of 4 mathematical critical thinking questions. The data were analyzed and described based on a predetermined framework. The results show various epistemological obstacles in critical thinking, namely difficulty in proving the relationship between two concepts, generalizing the relationship, finding multiple alternative solutions, and solving problems. The epistemological obstacles found can be the focus of lecturers in creating more structured online learning. Online learning needs to be well-planned in terms of the use of learning resources, learning media, and integration with technology. Learning should pay more attention to understanding the relationship between concepts, the flexibility of concepts and procedures, as well as the habit of drawing in geometry learning.

Facilitating students' learning in a massive open online context is challenging for instructors in online teaching. The instructors should enact their professional (epistemic) feedback-giving skills to understand when, how, and why to address learning problems. In this study, we address this issue in terms of agency and suggest strategies that teachers can use to address these problems constructively. This study examines how instructors' professional agency comes into play in selecting how to intervene to assist students in solving problems in course discussion forums (Facebook group and Canvas discussion forums), which we refer to as an epistemic intervention strategy (EIS). By analyzing discussion forums' dialogical posts using thematic analysis and epistemic network analysis, we found that instructors adopted five different EISs to address students' learning. The EISs emerged during the processes of facilitating students' learning and were influenced by the complexity of students' questions and positioning in learning in the discussion forums. The findings of this study can inform practitioners that facilitating learning in online discussion forums may demand that instructors go beyond their feedback-giving skills to enact professional agency.

In this article, I offer my observations of the epistemological shifts that have taken place in the TESOL discipline as a result of the inexorable forces of globalisation. Specifically, the article highlights how the multicultural, multilingual, and multimodal nature of communication in the 21st century has disrupted various assumptions on how English is conceptualised, learned, and taught, prompting a shift in disciplinary discourses from a modernist to postmodernist orientation. Readers will gain insights into how the TESOL discipline is increasingly aligning itself with discourses that endorse inclusive plurality, emphasize processes and practices, recognize the role of everyday contexts, promote situated pedagogy, and advocate agency-giving.

Higher education often acts as a bridge to society, preparing people for future social, political, and economic roles. For many academics, social justice and social inclusion are areas of research interest and teaching expertise. As such, institutions of higher education are well placed to foster reflection on social justice, through research and teaching, and thereby impact the wider society as students take up their roles within it. Yet, higher education itself should be subject to critique from a social justice point of view. Our aim in this article is to provide one such critique. We will focus on PhD research supervision, and in particular the supervisor/supervisee relationship. We will argue that the hierarchical nature of supervision can give rise to injustice. We will use the concepts of epistemic injustice and epistemic power as explanatory tools to clarify what is at issue within dysfunctional supervisor/supervisee relationships. Throughout, we will make use of the mythological story, "The Salmon of Knowledge," to unpack the hierarchies involved in knowledge acquisition/creation. Finally, we will conclude by noting the space within the scholarship of teaching and learning wherein critique of the structures within higher education from a social justice point of view occur, and where there exist potential gaps in this scholarship.

From personalized advertising to economic forecasting, artificial intelligence (AI) is becoming an increasingly important element of our daily lives. These advancements raise concerns regarding the transhumanist perspective and associated discussions in the context of technology-human interaction, as well as the influence of artificial intelligence (AI) on education and critical pedagogy. In this regard, the purpose of this research paper was to investigate the intersection of AI and critical pedagogy by critically assessing the potential of AI to promote or hamper critical pedagogical practices in the context of transhumanism. The article provides an overview of the concepts of transhumanism, artificial intelligence, and critical pedagogy. In order to seek answers to research questions, qualitative research design was adopted, and GPT-3 was used as a data collection resource. Noteworthy findings include the similarity of the dialogue with the GPT-3 davinci model to a conversation between two human beings, as well as its difficulty in understanding some of the questions presented from a critical pedagogy perspective. GPT-3 draws attention to the importance of the relationship between humans in education and emphasizes that AI applications can be an opportunity to ensure equality in education. The research provides suggestions indicating the relationship between AI applications and critical pedagogy.

The perennial debate regarding the relative usefulness of various forms of knowledge, especially between the theoretical and practical and the intellectual and moral, lies at the heart of education in both past and present times in both the West and China (de Bary, 1988, 2004, 2005, 2015). Neo-Confucians remain relevant in the 21st century and can help us to understand and elucidate contemporary debates in education--specifically, to answer the question Spencer asked nearly a century and a half ago: "What knowledge is of most worth?". Mencius, Zhu Xi, Wang Yangming, Xu Ai, and Kang Youwei advocated for a type of learning that would strongly resonate with John Dewey (1938) and Paulo Freire (1970, 1978). Foundational philosophies of education, particularly in the United States, have drawn heavily on 20th century European-American thinkers; this article attempts to correct this myopia and broaden perspectives.

The objectives of this research were to study (1) the development of knowledge on the aesthetics of Lam in Ubon Style, and (2) the process of transferring knowledge to inherit the performing arts of Molam Morlam-Ruang-Tor-Klon in Ubon style. Data from documents and fieldwork were analyzed and presented using descriptive analysis. The results showed that there are developments and changes according to the eras, divided into the old era before 1937, a few numbers of performers; the changing era into theatrical performance; the modern Morlam era brought popular musical instruments to play; and the current Morlam era, in which light and sound technology is used to help in the performance of three aspects of aesthetics: melody, poetry, and aesthetics of singing techniques. Regarding the process of transferring knowledge, the results indicated that two national artists have provided knowledge by practicing the performing arts in singing, dancing, and poetic gestures. Improvements are made in each area to enhance learners' skills development. The study provides significant insight and implications for developing learners' skills in performing arts at home.

Teaching and learning in higher education is informed by a multitude of conditioning factors, not least the values systems and outlook of academics. Understanding the epistemological positioning taken by academics in relation to teaching and learning is therefore important if we are to make judgments about how we educate now, and could do so in the future. Developments in educational theory and digital technology have opened-up new possibilities for the ways in which students learn, and to a degree this has been accelerated by the responses from universities to the COVID-19 pandemic. How then should we conceive the future? Heutagogy is one of a number of theoretical approaches that has attracted interest from those who wish to see greater student control over the learning journey- but how widespread is this view amongst academics? This paper reports on a qualitative study in which 12 academics in an English Business School were asked to describe their views on teaching and learning, which we can encapsulate through the concept of epistemic cognition. The findings infer that there is little epistemological underpinning for heutagogy and that if academics are going to innovate, then additional resource and professional development should be put in place to support epistemic reflexivity, and a shift in their epistemological positioning. The paper conceptualises academics' positioning through a typology of epistemic views.

Background: Since the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K-12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity. Purpose: This study used an epistemological approach to seek insights from experts in the science and engineering communities about the prominent aspects of engineering for K-12 education. Design/Method: This mixed-methods study employed a three-round Delphi study and a focus group meeting to elicit experts' opinions on the epistemic aspects of engineering that could shed light on the nature of engineering knowledge and practices. Constructivist grounded theory methodology was used to identify preliminary themes concerning the epistemic aspects of engineering and then to develop main themes by combining relevant themes together. Results: The analysis process yielded 21 preliminary themes that reflect key ideas about the engineering knowledge base, engineering design activities, and values and norms of the engineering community. Additionally, the current study identified eight main themes that captured the broader patterns in the data. Conclusions: The outcome of this study, including the preliminary themes and main themes concerning the epistemic aspects of engineering, could serve as a conceptual tool for establishing and improving students' conceptions of engineering and as a guide for designing and implementing engineering design activities in K-12 education settings.

Background: Existing research has demonstrated that student characteristics, such as race/ethnicity, sex, and personal beliefs about engineering knowledge, shape students' experiences in ill-structured problem-solving, such as engineering design, where ideas must be communicated, negotiated, and selected in complex social processes. Purpose: The purpose of this research was to examine the how student characteristics, such as race/ethnicity, sex, and epistemological beliefs, are associated with patterns of idea contributions and ideas enactments in collaborative project teams. Method: In this article, I use the multilayer exponential random graph model (ERGM) for examining multiple complex social relationships simultaneously. Drawing on survey data from a study of engineering student teamwork, this research examines the relationship perceptions of idea contributions (layer 1) and idea enactments (layer 2) in collaborative project teams. Results: Results indicated no sex differences in the perceptions of idea contributions and enactments in student design teams. However, underrepresented minority students and Asian America/Pacific Islander students were reported as less frequently having their ideas enacted. Further, epistemological beliefs similarity effects were a significant predictor on the idea contribution layer, and epistemological beliefs sociality effects were significant on the idea enactments layer. Conclusion: Achieving equity in teamwork pedagogies requires understanding the dynamic social processes that shapes patterns of participation in student teams. This research demonstrates the power of social networks methodologies for modeling teamwork processes, pointing specifically to the ways that student characteristics are associated with perceptions shape idea contributions and enactments in student teams.

This paper explores the intersection of pedagogical research in communication and research on public diplomacy and engages with the notion of "knowledge diplomacy." It revises the concept of the "collaborative" central to both public diplomacy and higher education pedagogy. With both fields emphasizing the importance of "co-creation," the paper theorizes and operationalizes this concept, and argues that co-creation (as a process and a framework) is one solution to the challenge of dominance argued by the scholarship of "knowledge diplomacy." Empirically, the article engages with two cases of "grassroots knowledge diplomacy" initiated by a tertiary communication program in collaboration with diplomats.

This article discusses challenges posed to the design and enactment of twenty-first century school curricula by examining three core issues: pedagogical autonomy, the balance and integration of knowledge and thinking skills, and curricular flexibility. It focuses on how a committee of experts commissioned by the Israeli ministry of education to advise it on reforming the state curriculum responded to these challenges. The discussion highlights two fundamental questions in curriculum design: how to integrate global research finding with local conditions? and how to respond to a changing and unpredictable reality? To deal with the challenges, the article offers a model that aims to enhance the flexibility of the curriculum, and a list of criteria to assist educators on all levels in making informed curricular decisions. Although the analysis is situated within a particular cultural and national context the issues addressed have general and global implications.

The epistemological beliefs of students are an important area for higher education research. This paper firstly reports on a research review concerning the impact of epistemological beliefs on academic outcomes. This review indicates that students' epistemological beliefs are an influence on their engagement with learning and academic success, and that educators should consider them in developing learning experiences. This issue became particularly pertinent in the context of a global pandemic that necessitated an international trend in moving to online distance education, where student disengagement is more likely to occur. However, research into distance education students' epistemological beliefs emerged as an under-researched field. Consequently, an empirical questionnaire study was conducted with data collected from 550 distance education students. A principal component analysis indicated that particular epistemological beliefs were significantly associated with students' enjoyment of studying online. Their beliefs regarding the role of fun in online learning materials and activities are discussed, and the usefulness of considering fun and epistemological beliefs as factors within distance learning in higher education is highlighted. [Note: The page range (213-232) shown on the PDF is incorrect. The correct page range is 213-231.]

edTPA is a widely used teacher performance assessment. However, studies have raised concerns with its use. We conducted a study of candidates' and faculty members' perceptions of edTPA on their learning and performance. Analysis of responses revealed six themes: confusion about the meaning of "ready to teach"; interference with relationship building; narrowed responsive teaching practices; concern for placements' impact on assessments; mistrust of evaluators' understanding of their contexts; and increased barriers for marginalized candidates. Findings suggest that edTPA can be interpreted as perpetrating forms of "epistemic injustice" and "slow violence" that impede diversity in the profession. To realize the promise of a more diverse teacher workforce--equity for all students and justice for marginalized communities--teacher educators and policymakers must ensure that the ways in which they prepare and evaluate teachers are increasingly more relational, diverse, equitable, and just.

Community engagement in higher education has been promoted as critical to fulfilling higher education's responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and outcomes. However, it is not clear from existing literature whether community engagement positively impacts communities. This paper presents findings from a dissertation study focused on how campus-community partnership stakeholders define impact and discusses implications for place-based pedagogy. Using grounded theory, the ways community and campus partners defined community impact in a diverse set of campus-community partnerships at two U.S. urban, Jesuit universities that employ a place-based approach to community engagement were explored. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes that led to the development of the Justice-Centering Relationships Framework. The framework includes two paradigms for understanding community impact in higher education community engagement -- Plug-and-Play and Justice-Centering Relationships -- that are bridged by a reframing process. The framework contributes to and informs the "how" of taking a place-based community engagement approach that leads to positive benefits for community impact, student learning, and institutional change.

The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.

Background: Dealing with uncertainties is inherent in the engineering design process and often poses challenges for young learners. This necessitates providing learners with adequate support to navigate their uncertainties effectively. However, achieving this requires a deeper understanding of the factors influencing learners' uncertainty management processes. Method: In this paper, we analyze learners' framing of uncertain situations in collaborative engineering design tasks. Using the case study method, we explore two framing dimensions--epistemological and positional--to understand their impact on collaborative uncertainty management processes. Specifically, we examine how learners' framing dynamically shifts during uncertainty management activities by analyzing two contrasting cases from a sixth-grade classroom where groups tackled an engineering design problem, employing interaction analysis. Findings: Learners' epistemological and positional framings are intertwined, collectively influencing their own and their team members' uncertainty management actions. Additionally, contextual factors such as mentor intervention, early success, affect induced by prolonged failure, and time constraints can prompt shifts in learners' framing, both in productive and unproductive manners. Contribution: The paper provides nuanced insights into how learners' evolving epistemological orientations and positioning influence uncertainty management, offering practical insights into supporting learners' uncertainty management processes in problem-solving contexts such as engineering design.

This essay begins with the story of Vincent Lloyd who recounts a disturbing experience he had while teaching a course to a group of students of color. What does pedagogical uptake under conditions of systemic oppression require of educators? In the first section, I explore philosopher Nancy Potter's (Nancy Potter. "Giving Uptake". "Social Theory and Practice" 26/3 (2000) 479-508; Nancy Potter. "The Virtue of Defiance and Psychiatric Engagement" (Oxford: Oxford University Press, 2016)) work on uptake, whose focus on the mental health field is important because she acknowledges power imbalances. Nevertheless, her understanding of uptake may be insufficient for considering such classroom cases that introduced this essay. The second section shifts the focus of uptake from a psychological approach to a more epistemic understanding of uptake that underscores credibility and intelligibility. Uptake as credibility and intelligibility reveals the everyday patterns of uptake failure that marginalized knowers experience in the socio-epistemic world, described in section three. A recent turn in the scholarship of epistemic injustice towards epistemic agency and resistance is taken up in the subsequent section and applied to the conceptualization of uptake. In the concluding section, I begin to explore how these insights contribute to a notion of pedagogical uptake under conditions of systemic oppression.

In order to include all outlooks and perspectives on the world prevalent in contemporary society, countries like Sweden have replaced traditional religious education with worldview education. However, current worldview theory fails to make justice to two important facts concerning the contemporary religious landscape. Firstly, a great many people are semi-secular rather than traditional believers or atheists. Secondly, many have non-doxastic attitudes such as hope or acceptance instead of belief. We therefore suggest that worldview education needs to include semi-secularity, and that it needs to clearly separate the content of a worldview from the variety of epistemic attitudes a person might have towards that content.

This paper delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change. The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems from the subject's mandate to promote certain aims and values over others. The task of handling such tensions can be daunting, and teachers need resources that enable them to do so. The main aim of this paper is thus to provide a critical examination of the metaphor of bricolage, as it was conceptualised by Joe L. Kincheloe, in search of such resources. The examination points to the following chain of argument: (1) Kincheloe's bricolage contains its own tensions between inclusion and change, due to its application of multiple methods, methodologies, and perspectives, combined with a desire to promote social change. (2) There is a strong overlap between the two sets of tensions. (3) Teachers should be aware of the distinct political and philosophical underpinnings of Kincheloe's bricolage, and how these can create new tensions, possibly productive ones, if teaching and learning in Worldview Education is framed as bricolage work.

In discussing the functions of education Gert Biesta distinguishes qualification, socialisation and subjectification. In subjectification higher education facilitates the evolution of students as distinctive self-determining persons. This paper foregrounds and discusses 'student self-formation', a paradigm of subjectification with fecund potentials for empirical inquiry. Self-formation emphasises reflexive agency, whereby students consciously monitor and develop themselves on an ongoing basis. The paper draws especially on Margaret Archer's discussion of reflexive agency. It argues that the core features of self-formation that are specific to higher education are engagement in disciplinary knowledge, and in activities and relations beyond the classroom that are part of student life. Student self-formation is both a norm to be achieved, with lifelong learning potentials, and a descriptor of existing practices. By its nature self-formation is never complete and its incidence is uneven among students, with some of them scarcely experiencing it. Conditions and potentials for reflexive self-formation vary on the basis of factors including the degree of immersion in higher education, the scope for agentic initiative, personal resources and support, institutional and pedagogic resources and arrangements, and existential challenges (e.g. transitions between countries and cultures) that can trigger accelerated self-reflection and transformation.

This article weighs in on the developing discourse on AI's role in higher education research through a structured dialogue between two diametrically opposed academics. Utilising a dialectical framework, the discourse transcends surface-level debates to grapple with ethical, methodological, and epistemological questions that are often overlooked, but are paramount to the field's integrity. Russell advocates for AI as an indispensable tool for academic research, while Rachel raises critical questions about AI's potential to undermine the very essence of academic inquiry. Through this disputation, the article reveals the complex tensions between efficiency and ethical concerns, between innovation and integrity. Rather than offer facile solutions, it exposes the intricate challenges and invites the reader to consider the broader implications for academic research practice. The article serves as a catalyst for a more rigorous, nuanced dialogue, aiming to shift the discourse from the technological to the ethical and epistemological. It is an imperative read for anyone committed to understanding the transformational potential and pitfalls of AI in higher education research.

In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn's "Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards." I draw on Winburn's astute observations about the narratives and epistemologies that shape our current science standards as a springboard for diving deeper into questions about the ways of knowing and types of knowledge traditions that are uplifted in US science education. Through a dialogic process, I outline a critical analysis of the myth of neutrality, the prioritization of epistemologies, and the standardization of learning ingrained in traditional science curricula. I conclude by building on Winburn's hopes for science education with my own aspirations for bringing joy into our collective science learning experiences.

Many empirical studies about STEM (science, technology, engineering, and mathematics) curriculum present problems for students to solve. This paper draws upon the data collected from the enactment of an integrated STEM curriculum to discuss problems as constitutive of problem spaces where four Grade 5 Singapore students engage with the materialities and relationships to generate solutions from these spaces. The study seeks to address the nature of the problem spaces in STEM inquiry. Derived from the emergent coding of 12 hours of lesson videos, the findings illuminated that problem spaces emerged from familiar and dissimilar contexts in the curriculum. These problem spaces embodied epistemic infrastructures and epistemic emotions within which students exercised agency to collaborate productively and learn. Implications for STEM curriculum making that foregrounded epistemic considerations, rather than outcome-based learning, were discussed. This paper helps to further the field of curriculum studies in STEM education by contributing to the theorization of STEM curriculum by applying a process lens to deepen understanding of problems as problem spaces.

Differentiated instruction is an inclusive approach that recognises and values diversities among students and adapts instruction to include every student. The concept of differentiation has been discussed over the past two decades. However, only limited attention has been paid to how pre-service teachers understand this phenomenon, while very little is known about how their beliefs about knowledge and knowing influence this understanding. This study investigated pre-service teachers' understanding of differentiated instruction through the lens of epistemic cognition. The findings suggest pre-service teachers demonstrate a predominantly narrow understanding of differentiation, interpreting it as an instructional strategy of adapting teaching to support struggling learners. In addition, the findings also reveal that diversity is generally interpreted as referring to 'others' and inclusion is considered as a strategy to bring the 'other' people into the mainstream.

Within engineering education, informal, out-of-school making experiences and parent-child interactions within home environments are both considered as a promising context for the development of engineering discourse and practices. However, less is known about how parents support children's engagement in engineering learning, particularly when they are foregrounded with making that use materials and technologies that can introduce sources of uncertainty. To understand both the opportunities and uncertainties of centering making within parent--child engineering learning experiences, this study examines how parents' use of epistemic supports differ between engineering design tasks with technology and engineering design tasks without technology, and within the different phases in the engineering design process. The study further investigates how parents exhibit epistemic uncertainties differently between engineering design tasks. Building on the notion of guided participation to frame engineering learning and making as co-constructed through multiple situated interactions, this study demonstrates that: (a) parents are skilled knowledge practitioners for their children's engagement of engineering learning through the use of various epistemic supports; (b) the presence of technology in the engineering design tasks prompt different types of epistemic practices and engineering design phases; (c) opportunities and tensions co-emerge when parents experience epistemic uncertainty about STEM concepts or troubleshooting during engineering design tasks with technology. We discuss implications for the design of engineering design tasks within home environments that extend the use of parents' epistemic supports.

It is widely believed that we are facing a problem, even a crisis, caused by so-called "echo chambers" and "filter bubbles." Here, David Coady argues that this belief is mistaken. There is no such problem, and we should refrain from using these neologisms altogether. They serve no useful purpose, since there is nothing we can say with them that we cannot say equally well or better without them. Furthermore, they cause a variety of harms, including, ironically, a tendency to narrow public debate within predetermined limits.

Can epistemic paternalistic practices make us better epistemic agents? While a satisfying answer to this question will ultimately rest at least partly on empirical findings, considering the epistemological discussion on evidence, knowledge, and epistemic virtues can be insightful. In this paper, Giada Fratantonio argues that we have theoretical reasons to believe that strong epistemic paternalistic practices may be effective at mitigating some evidential mistakes, in fostering true belief, and even for allowing the subject of the intervention to gain knowledge. However, we have reasons to expect that these practices will not be able to make the subject of the intervention an overall better epistemic agent at the dispositional level. She then considers weak epistemic paternalistic practices, e.g., epistemic nudging, and provides some reasons for optimism. Finally, Fratantonio considers the implications that these theoretical considerations have for education.

This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. The vice-reduction method they propose is made up of four distinct yet complementary components: (1) positive exemplarism of epistemic virtue (saints), (2) negative exemplarism of epistemic vice (sinners), (3) direct teaching/instruction, and (4) cognitive apprenticeship. Dunne and Kotsonis argue that this pedagogical intervention appropriately considers learnings deriving from forensic scrutiny of both ideal and non-ideal interpersonally calibrated zetetic features integral to knowledge acquisition as well as wider societal influences impacting the development of agents' epistemic character. It bridges research on vice epistemology (Cassam's obstructivist theory), social epistemology (corrupted social processes mitigating against vice rehabilitation), virtue epistemology, and moral exemplarism.

Narrative inquiry has long been respected as a qualitative approach to researching the lived experiences of participants. Used widely in educational research the approach enables insights into the practices, perspectives and preferences of teachers, most often considering a small number of participants within a close circle of influence. In response to the challenge of evaluating a sector wide literacy reform initiative we were interested to ascertain if narrative inquiry might be used to explore a large sample size, over broad geographical spaces at different points in time as teachers worked collaboratively to explore the teaching of Phonics in Context. We collected teachers' stories via digital platforms and keeping true to the principles of narrative inquiry, deliberately addressed its key epistemological components, namely, relationality, temporality, landscapes and competing stories through the data analysis process. The findings from the study indicate that narrative inquiry at scale can be a cost-effective way to collect, analyse and report on the experiences of teachers while adding a critical lens to policy and or pedagogical implementation and evaluation.

The purpose of this study is to conceptualize and theorize the circulation-chain model as an education policy implementation framework systematically. The circular-chain education policy implementation process and effect evaluation analysis model are a theoretical innovation model and practical exploration path to explore the implementation and effect evaluation of education policies according to the new problems and trends in the implementation of education policies. In particular, the connotation, the theoretical basis, the elements, the value, and the objective and significance of the circulation-chain education policy implementation model have been explored and analyzed in this study.

Aligned with critical scholarship and upholding minoritized populations' agency and power, this survey research study addresses Latinx college students' resistance strategies in two Nuevo South states by examining the social issues that students are aware of, engage with, and the nature of their interactions with these issues. We apply Southern epistemology as a framework to center the unique Nuevo South sociopolitical context and examine modern issues Latinx communities face in this geographic region and how Latinx college students resist hostility. Findings empirically establish how the Southern epistemology remains to modernly construct and constrain the lives of Latinx college students in the Nuevo South.

Background: Studying science identity has been useful for understanding students' continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students' science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers--undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields--to characterize how they recognized themselves as science researchers. Results: Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as "science identity assessments", in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs' conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs' conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs' identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. Conclusions: We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.

This paper explores the epistemological affordances of "Islamic ethics" as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators' perspectives around the adoption of alternative knowledges anchored in local epistemologies and sensibilities, (b) foreground educators' epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators' reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of "Islamic ethics" and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators' attempts at making use of "Islamic ethics" including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course's orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education.

This critical discussion paper explores the epistemic governance of "community readiness" in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis on practice to the detriment of more complex interpretations of the relational nature of teachers' work, leading to a potential narrowing of teachers' professional roles. Importantly, classrooms do not exist in a vacuum. We seek to untangle the discursive clusters and processes that can be taken for granted in terms such as "community" and the implications for teacher education that serves quality education and teaching.

In the United States, HIV disproportionately affects people 13-45 years old, people of color, people in the south, and men who have sex with men. Given the growing number of postsecondary students within these demographic groups, this presents an equity issue and raises concerns for how higher education researchers and practitioners choose to engage problems of human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) in U.S. college contexts. Using a content analysis methodology and Endarkened Feminist Epistemological lens, we examined a decade of HIV/AIDS-related research published in 113 higher education journals. Our findings suggest a generally limited focus on HIV/AIDS in college contexts and overrepresentation of quantitative methods in available scholarships. Furthermore, despite widening HIV/AIDS diagnosis gaps, researchers rarely nuanced identity and most often focused on individual choices rather than systemic structures.

Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about the relationships teacher candidates assume vis-à-vis knowledge construction -- a core dimension of inquiry stance -- as they inquire. The study reported in this article investigated the perceptions of the relationship between inquiry and knowledge construction exhibited by teacher candidates engaged in practitioner inquiry during yearlong internships in a clinically based teacher education program. Semi-structured interviews served as the study's primary data source and were analyzed through theory-led thematic analysis. The analysis yielded a six-point continuum of perceptions ranging from viewing inquiry as a required project to viewing inquiry as a way to assert ownership over generating worthwhile knowledge of teaching. The findings suggest that having a deeper understanding of how teacher candidates experience their own knowledge generation as they inquire could assist teacher educators in cultivating their inquiry stances.

This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized scholars and accomplices to foreground their/our languaging and knowledges and thus disrupt deficit framings. This paper explores the benefits of using testimonios in applied linguistics as one way of disrupting epistemological racism. Drawing on examples from three different youth who took part in a multiyear culturally sustaining systemic functional linguistics oriented program we show the power of using various types of testimonios to examine/understand the languaging and literacies practices of racialized youth. Implications indicate that the co-creation of knowledge/understanding is what makes testimonios a powerful and insightful methodology.

This paper considers the process of "professional becoming" for an academic developer as a complex transition towards epistemological plurality. This is a necessary step to appreciate and support the lived experiences of teachers across the spectrum of academic disciplines. Viewed through an ecological lens, the complexity of the developmental journey becomes more achievable as it can be broken down into a series of adaptive cycles that move from 'dependence' to 'independence', and from 'epistemologically singular' to 'epistemologically plural'. We suggest that the descriptive power of the ecological lens may be helpful to academic developers to contextualize their own professional development.

Educational researchers continue to polarize into 'qualitative' and 'quantitative' camps, with these terms often functioning as global identity markers, rather than as styles of research that are available to anyone. Many scholars have lamented the drawbacks of researchers being siloed into opposing, apparently incommensurable research paradigms, and have advocated for more inclusive and mixed-methods approaches. However, mixed methods research is not necessarily a good fit for every researcher, research study or research question. In this theoretical paper, I argue that the distinctions commonly made between qualitative and quantitative research are fundamentally incoherent and that the challenges researchers face across both styles of research are essentially analogous. I present methodological pragmatism as an accessible and convenient, compatibilist framework for making research design choices which cut across qualitative-quantitative divides. I propose that the exploratory-(dis)confirmatory distinction is of considerably more practical relevance to educational researchers than qualitative-quantitative ones, and I outline how methodological pragmatism, while consistent with a degree of methodological specialism, recognizes the availability of all research methods for all researchers. Methodological pragmatism liberates researchers in education to conduct the most rigorous research possible by drawing on any methods from any tradition that will further their research goals.

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root.

Much attention has been given in recent years to how the OECD promotes a neoliberal, marketised vision of education. There has been less focus, however, on how the OECD also offers a neocolonial vision of education, which promotes the epistemologies of the Global North at the expense of those of the Global South. This article contributes to this latter kind of critique through a decolonial analysis of the OECD's new policy framework for the compulsory schooling sector -- the Learning Compass 2030. Drawing on the work of the Latin American Grupo Modernidad/Colonialidad and that of Boaventura de Sousa Santos, it argues the Learning Compass's drive to 'modernise' education worldwide unavoidably exists alongside a colonising impulse which denies the viability of non-western epistemological positions. This will be shown through an analysis of those parts of the Learning Compass which are focused on what knowledge students should acquire in the 21st century.

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection.

Current conservative assaults on Critical Race Theory (CRT) in education contend that elementary and secondary teachers and teacher education faculty are not only 'teaching CRT', but also hatred of white people and of 'America'. This article is based on a study that used CRT analytical tools and narrative inquiry to examine pre- and in-service teachers' understanding of CRT bans, race, and racism. Through individual and focus group interviews with racially and ethnically diverse pre- and in-service teachers, manifestations of anti-intellectualism and (dis)ease emerged in participant responses to questions about their perceptions of, and evidence-based knowledge about, CRT, as well as race and racism. Implications call for a radical rethinking of teacher preparation by helping teachers develop epistemic humility, curiosity, and courage.

The cognitive theory of multimedia learning (Mayer, 2021, 2022), which seeks to explain how people learn academic material from words and graphics, has developed over the past four decades. Although the name and graphical representation of the theory have evolved over the years, the core ideas have been constant--dual channels (i.e., humans have separate information processing channels for verbal and visual information), limited capacity (i.e., processing capacity is severely limited), and active processing (i.e., meaningful learning involves selecting relevant material to be processed in working memory, mentally organizing the material into coherent verbal and visual structures, and integrating them with each other and with relevant knowledge activated from long-term memory). This review describes how the theory has developed (i.e., the past), the current state of the theory (i.e., the present), and new directions for future development (i.e., the future). In addition, the review includes examples of the events and findings that led to changes in the theory. Implications for educational psychology are discussed, including 15 evidence-based principles of multimedia design.