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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

A challenge persists in modern higher education regarding gaining an understanding of the activities and services that facilitate student support, student success, student community and student voice. As modern universities continue to grow in both size and complexity, gaining an understanding of the operations for enhancing and supporting both students' experiences and outcomes grows in importance for resource allocation and supporting student success for university administrators. These exploratory or audit-based activities attempt to gain an understanding of students' engagement, time pressure and, relatedly, their calendar journeys throughout their higher education, with an aim to create coherence as opposed to chaos in students' journeys. This case study shares a tested practice from a UK higher education institution of a method to map the so-called 'student experience' across a whole university. This framework for mapping student engagement activities takes an asset-based approach beginning with the core activities which lead a student to graduation prioritising activities by time of students' engagement. This framework is inclusive of the core student experience and the optional, complementary extracurricular activities (Student Community), supporting services (Student Support), and enhancement activities engaging students in the development of education (Student Voice) to gain oversight of complex institutions. This case study offers a transferable framework for use in institutions globally with potential to be implemented as a management tool for administrator and faculty member understanding of the student experience with a view to make enhancements to support student success resourcing and interventions.

This systematic review examines 31 articles published from 2000 to 2021, comprehensively addressing mathematical resilience. These articles originate from English-language journals indexed in Google Scholar, Web of Science, ERIC, and Scopus databases. The analysis considered specific aspects including years, countries, research methods, designs, sample characteristics, data collection instruments, analysis techniques, findings, and recommendations. The majority of studies were conducted in 2021, mainly in Indonesia and the United Kingdom, with a focus on high school students. Qualitative approaches predominated, particularly qualitative descriptive research, along with quantitative approaches featuring semi-experimental designs and correlational studies. Quantitative studies commonly employed mean and frequency tables, while surveys and interviews were frequently utilized data collection tools. These investigations revealed diverse dimensions of mathematical resilience, spanning cognitive, affective, pedagogical, demographic, and social domains. The studies offer valuable recommendations for educators, researchers, teacher education programs, learning environments, students, school administration, psychological counsellors, parents, and society at large.

This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.

While many Vietnamese students are reported to study abroad, the experiences of home-making among Vietnamese returning students are paid scant attention to in current research on Vietnamese international student mobility. Following a Heideggerian perspective on building and dwelling at home, this study explores the sense-making of home through conversations with 13 Vietnamese returning graduates. The analysis of the empirical material shows that home which is constructed and experienced by the returning graduates' use of intersecting materials is socially shared. It is an embodiment of returning migrants' engagement in the world with familiarity and discomfort created by their friction with the interrelated materialistic and discursive aspects of life. Their returns involve incomplete life happenings with diverse emotions and experiences of belonging. The findings of this study add nuance to the extant understanding of home as belonging and challenge the common conceptualization of home as a private space.

International doctoral students are an indispensable part of the increasingly globalized Higher Education Institutions and play a vital role in continually refreshing the host country's research base and fostering cross-national research collaborations. Despite their contributions, most international student employability experiences have been centered on undergraduate and master's students, and fewer studies have been undertaken to explore the employability experiences of those who study for a doctoral degree. The research team conducted two focus groups with Chinese international doctoral students studying social sciences at two British universities. The focus groups examined the students' perceptions of their employability development within the PhD programs and identified areas for enhancing international doctoral student employability. Results highlight an urgent need for UK universities to develop effective channels to support Chinese doctoral student employability, focusing on supervisors as career mentors, developing graduate skills through fieldwork and teaching opportunities, and co-publications.

Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of "belonging"; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of "belonging" within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that "belonging" is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.

Despite their prolonged history of immigration to the UK, studies on Turkish Cypriots' acculturative processes have been scarce. Utilizing 20 semi-structured interviews with three generations of Turkish Cypriot immigrants living in the UK, this paper explores the acculturation processes of Turkish Cypriots by focusing on their sense of self, ethnic and national identity delineations. How do they identify themselves, and what do their identifications suggest about their acculturation? In an attempt to contribute to the empirical studies on the acculturation and identity of "other white" immigrant groups, we argue that there exists a bi-cultural/multi-cultural self with varying degrees of closeness to the host country, as well as hyphenated (British Cypriot), multi-hyphenated (London Turkish Cypriot) and travelling identities that are constructed through experience, time and place. Although there exist some intergenerational differences, it can be said that Turkish Cypriots have been open to the idea of integration starting from the first generation and, in general, have high acculturation, which was evident from the narratives of how they situate themselves within the ethnic and national identities.

This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide practitioners with a safe space in which to examine, reaffirm and extend their current knowledge base and classroom practices with the intention of engaging with ideas that may be unfamiliar or potentially daunting. At the core of its design, was the desire to provide 'grassroots' professional learning opportunities which recognise and honour the participants' professional acumen and in turn, build their confidence. Data was gathered via the creation of voice files in response to a short post-project questionnaire. This was supplemented by the on-line discussion threads that took place during each weekly workshop session. Overall, the study was found to be affirming while also bringing a sense of welcome camaraderie from across various schools. Encouragingly, it was found that the ideas explored were authentically-applicable to the classroom without the weight of extraneous paperwork or arduous study commitments.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

The global prevalence of English as a lingua franca (ELF) across diverse linguacultural communities within the three circles invites an in-depth analysis of its phonological and lexicogrammatical features, especially among non-native English speakers. This qualitative study investigated these features among 30 Thai students from English and nonEnglish programs, emphasizing natural occurrences in academic settings. Participants were directed to record audio and video during collaborative activities with peers and lecturers inside and outside the classroom. Through Conversation Analysis, findings revealed a significant divergence in the phonological and lexicogrammatical features of ELF participants compared to speakers of standard British English (BrE) and American English (AmE). Specifically, nonstandard lexicogrammatical features concerning verb, noun, article, word choice, tense, and preposition emerged predominantly. Furthermore, common phonological deviations included omission of final consonant sounds, mispronunciation of the schwa sound, confusion in pronouncing the article 'the,' mispronunciation of words ending with '-ine,' and substitution of /[open-mid back unrounded vowel]/ with /[open-mid back rounded vowel]/. The data suggests widespread use of non-standard English norms, indicating linguistic adaptation beyond traditional boundaries in various environments. Significantly, this study contributes by highlighting how ELF participants reshape language for effective communication, prioritizing intelligibility over nativelike proficiency, with insights extending beyond the Thai context, valuable for educators, linguists, and intercultural communication practitioners.

First-in-family (FiF) students experience significant barriers to university participation and are less likely to seek mental health help. This can contribute to increased dropouts when compared to non-FiF students. Using a mixed methods approach, we aimed to ascertain sources of mental health support and underlying factors for the preferences favoured by students from UK universities. Answers to the General Help Seeking Questionnaire (GHSQ) and to two open-ended questions were collected online. We found that FiF (n=194) students were more likely to seek help from friends relative to their non-FiF (n=134) peers. Trust was particularly important for FiF students, while for non-FiF students, the perceived benefit of talking to anyone about mental health was more relevant. Attitudes towards mental health discussion were influenced by background. Stigma and perceived burdensomeness negatively affected help-seeking among all students. Our findings suggest FiF students derive more benefits for their mental health concerns from friendship circles, implicating the importance of social integration programmes at university. Future work would benefit from evaluating mental health help-seeking intentions of students with more specific characteristics (e.g., race, gender), to better understand determinants influencing preferences and help institutions plan more fitting provisions to support students.

The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.

Research on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor's cultural empathy, advisor-advisee rapport, and international students' advising satisfaction influenced international students' perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students' sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the effect of advising satisfaction on sense of belonging. We offered recommendations for institutions and academic advisors when working with international students.

ChatGPT has become a prominent tool for fostering personalized and interactive learning with the advancements in AI technology. This study analyzes 212 academic research articles indexed in the Scopus database as of July 2023. It maps the trajectory of educational studies on ChatGPT, identifying primary themes, influential authors, and contributing institutions. By employing bibliometric indicators and network analysis, the study explores collaboration patterns, citation trends, and the evolution of research interests. The findings show the exponential growth of interest in leveraging ChatGPT for educational purposes and provide insights into the specific educational domains and contexts that have garnered the most attention. Furthermore, the study reveals the collaborative dynamics and intellectual foundations shaping the field by examining co-authorship and citation networks. This bibliometric analysis contributes to a comprehensive understanding of the current state of ChatGPT research in education, offering researchers and practitioners valuable insights into evolving trends and potential future directions for this innovative aspect of AI and learning.

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

In the field of higher education, there are two dominant strands of interpretation of criticality, either as a decontextualized skill of logical reasoning, or a sense of action within larger contexts more than mere cognition. This research offers a reclaiming and reimagining of criticality in universities as an affective process, highlighting the entanglement of social, discursive and material perspectives. This research takes a comparative lens to investigate undergraduate students' perceptions of criticality and institutional cultivation of it in a Sociology undergraduate degree in China and the UK, adopting a qualitative interview method. Differences were found between cultures regarding the level of engagement with a range of criticality-embedded practices, including field work, critical inquiry in class, group work, etc. Through the development of criticality in various activities, students' feelings towards it shifted with contexts. While placed within physical and discursive universities that convey a sense of professionalism, students in the study acknowledged the importance of criticality and proactively demonstrated it. However, the feeling towards showcasing criticality outside campus was two-fold. Whereas criticality can be associated with negativity in social interactions, its value is appreciated as it enabled students to reconstruct their identities into a more rational, tolerant and caring one.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

In this article we offer a conceptual and practical contribution to the field of STEM education by investigating the concepts educators may include in Quantum Technologies (QT) outreach activities. We embed our approach in the discipline-culture (DC) framework, in which we consider the cultural nuances of QT as an important factor which must not be ignored in education efforts. To this end, a survey study by the pilot project Quantum Technologies Education For Everyone (QuTE4E), investigating key concepts for QT outreach, was conducted between December 2021 and June 2022. Here we present the results of the study, analysed through the DC framework, and consider the implications for designing QT outreach activities. The data hints at the perceived value of highlighting core concepts of Quantum Mechanics (QM), while also raising the question of whether QT sits as a discipline of Physics, Computer Science, or elsewhere. This calls for a reordering of the primacy of certain concepts (such as qubit and spin) for outreach purposes, where core concepts in QM might not be core concepts in QT, and vice versa. The results of this study provide valuable insights for those interested in learning more about this rapidly-evolving field.

Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.

This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. We conclude this paper by proposing recommendations to support the future development of immersive scheduling in higher education institutions.

This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts.

The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a higher education institution in the United Kingdom. In this study, we used a convergent mixed methods approach to explore student and faculty perceptions of different assessment methods as accurate evaluations of learning using surveys, combining Likert-type and open-ended questions. The findings highlight how traditional, single assessment methods occurring at the end of a block were perceived as less accurate in evaluating learning when compared to multiple smaller assessments that occur throughout a block. The thematic analysis revealed the latter was perceived as allowing for a broader range of skills to be evaluated while simultaneously facilitating effective workload management and timely feedback. These outcomes indicate the need for assessment redesign that considers the characteristics of a block and blend mode of delivery and illuminates the shared perception of students and faculty that multiple smaller assessments are more accurate evaluations of learning. Further research with larger, more diverse samples, accommodating for different fields of study, could further our understanding of effective assessment methods and inform our practice in a block and blend mode of delivery.

The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion, with systems failing to accommodate this change to support the less prepared intakes. Academic and social/cultural drivers are the key areas for bottom-up implementation of internationalisation strategies to support this influx and change in student profile. However, institutionalised separation of home and international students for academic support and language development provision, and separation of this support from subject disciplines, have increased the obstacles that block inclusive practice. An internationalised campus involves both top-down institutionalised intervention and bottom-up intervention of the academic self, enabling the potential for intercultural construction within and between communities, and promoting agency of the self in connection with others to enact change. Viewing university campuses as intercultural spaces that all students and staff need to navigate and inhabit has implications that this article explores through the lens of social justice and from the bottom-up perspective of language development provision, within the field of English for Academic Purposes, in an arts-based university.

Many research institutions and funders have recently stated their commitment to actively support and promote 'Equality, Diversity and Inclusion' (EDI) in various aspects of health research including Patient and Public Involvement (PPI). However, translating this commitment into specific research projects presents significant challenges that existing approaches, practical guidelines and initiatives have not adequately addressed. In this paper, we explore how the lack of clear justifications for the EDI commitment in existing guidelines inadvertently complicates the work of those involved with PPI and we stress the need for conceptual clarity for any EDI effort to yield meaningful results. Our focus centres on the first principle of the EDI discourse, 'equality', particularly in the form of 'equality of opportunity' as outlined in current guidance provided by the National Institute of Health Research in the United Kingdom. We examine challenges related to justifying and implementing a general, unspecified commitment to equality of opportunity and explain that this reflects a lack of consensus regarding the moral value of PPI in research -- a profound problem that remains unaddressed. We then discuss how the presence of several opposing moral perspectives on PPI, makes determining the most appropriate way of addressing barriers to involvement complex and controversial, raising ethical implications for the work of health researchers, PPI specialists and coordinators. Finally we make suggestions on how future research can enrich the concept of 'equality of opportunity' in PPI and improve practice. While our primary focus is on the NIHR, a strong advocate of PPI in research, this analysis will point to normative and ethical considerations that may be relevant to other research institutions and funding organisations aiming to promote equality of opportunity in their public and patient involvement strategies.

The present study aimed to reveal science education research (SER) general trends via VOSviewer version 1.6.17 software program. For this purpose, a bibliometric analysis of 13,242 articles in the Education and Educational Research (E&ER) category of Web of Science (WoS) was performed. It was found that there was a significant increase in article counts since 2007, and that the most articles were published in 2020. The first conclusion of the current research was that funding support is an important factor in SER article counts published in WoS. The bibliometric analysis results showed that the most frequently used keywords in SER articles were science education, STEM/STEM education, nature of science, assessment, professional development, science, scientific literacy, argumentation, gender, and conceptual change. Another conclusion of this study was that science education researchers' interest varied according to certain year intervals. The study revealed that the most preferred topics were nature of science and professional development during 2007-2021. Additionally, research interest in the topics of conceptual change, scientific literacy, chemistry education, and attitudes during 2007-2016 declined during 2017-2021. The top four research topics in recent years were STEM, argumentation, self-efficacy, and motivation. The countries where most publications came from were the USA, UK, Australia, Turkey, and Canada. The results of this study showed that science education researchers' interest varied according to countries. The results of the study revealed that STEM/STEM education is mostly referred to in articles from the USA, Australia, UK, Taiwan, and Canada. Additionally, while there was more interest in the nature of science in the USA, Turkey, UK, and Canada there was more interest in argumentation in the USA, Turkey, UK, and Taiwan. Additionally, this study revealed the most cited SER articles' distinctive features and strength collaborations between countries and between authors. The results provided a comprehensive review to understand the recent developments in the SER.

This paper reports the key findings from two student surveys undertaken at our institution in the academic years 2020-21 and 2021-22. The research was based on the Bretag et al. (2018) student survey undertaken in various Australian universities. After discussions with both Bretag and Harper, we adapted the questions to our context -- a Russell Group university in the UK -- but included similar questions to enable a comparison, and to find out if there were common themes. The main aim of the surveys was to understand our students' awareness of what is meant by the term 'academic integrity', defined as 'being honest in your work, acknowledging the work of others and giving credit where you have used other people's ideas/data' https://secretariat.leeds.ac.uk/wp-content/uploads/sites/109/2022/12/academic_integrity.pdf. The responses provided an important insight into student attitudes to academic integrity, their understanding of academic malpractice, and their awareness of the penalties if found to have plagiarised, and if found guilty of contract cheating (Medway et al., 2018; Morris, 2018; Harper et al., 2019). The surveys also identified what students would find useful in developing their understanding of academic integrity, and this underlines the importance of consulting our students. Key findings include gaps in the information provided to students, the need for regular and timely reminders of the principles of academic integrity, and the need for guidance to be written using student-friendly language. The findings informed our recommendations in terms of teaching and learning at School/Faculty level and to policy at University level, to further support student success. In the context of the key issues raised by the Quality Assurance Agency for Higher Education (QAA) Academic Integrity Charter (2020), we discuss examples of best practice currently undertaken at the University of Leeds, on-going discussions regarding developments, and our recommendations for further embedding a culture of academic integrity. We argue that all students should have the same baseline experience and therefore promoting this ethos is the responsibility of all staff who teach and support students.

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students' initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

This paper reports findings from a research study at The Open University, UK into the quality of distance learners' online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is?uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners' experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored.

This exploratory study reports findings from an "arts-based service-learning" (ABSL) programme where student musicians facilitated "therapeutic community music" (TCM) (Aigen, 2012) for, with, and alongside children and seniors in different community settings. The data primarily comprised student musicians' reflective logs and feedback forms and were analysed through a quality of life lens (Raphael, 2002). This paper discusses the student musicians' reported experiences of belonging (Raphael, 2002). Belonging manifested itself in physical, social, and community aspects. For example, facilitating TCM within a circular format helped the student musicians experience deeper social interactions and a greater sense of inclusion. Moreover, the sense of belonging became a resource for developing resilience, expressing creativity, building professional networks, and experiencing the possibilities of their careers. The study concludes with implications for embedding ABSL in higher education programmes to support learning, enhance well-being, and promote community.

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.]

Could the standardisation of language narrow disparities in achievement in education amongst people of different social class, and within and across ethnicities and genders, and could this have implications for injustices and inequities in wider society? In analysing socio-economic diversity through the lens of its correlation with language, this paper examines how the standardisation of language could be used as a means to reduce such diversity. It examines links between the standardisation of language, and the reduction of inequalities between socio-economic groups, in regard to achievement in education. It also examines the correlation between language and social class, and propensity towards being a perpetrator and/or victim of hostility and violence, as well as their relationship with health and life expectancy etc. The paper further examines the effect of the use of technology and teaching methods on the acquisition of knowledge, and how this impacts upon children of different social class within the learning environment. In order to help address some of these questions, an auto-ethnographic methodology is adopted with the aim of being able to explore, and reflect upon, personal experience, and to be able to weave greater understanding and connections between apparently disparate factors related to diversity, all through the lens of language and its relationship to aspects of culture relating to social class. Amongst its conclusions, the paper argues that the standardisation and enhancement of spoken language would narrow the disparities in academic achievement between socio-economic groups. The paper also argues that in order to challenge inequitable power structures which have arisen from historical injustices, then rather than concentrating on underrepresentation of groups of people within high status positions in society, the focus of diversity should be directed towards challenging the over representation, in a range of settings, of groups of people within low status positions in society.

Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers' efficient use of learners' L1 more than the non-native teachers, while teachers' linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality.

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding "courses and instructors" became popular during the pandemic, whereas most online learning research has focused on "learners" pre-COVID-19. Notably, the research topics "course and instructors" and "course technology" received more attention than prior to COVID-19. We found that "engagement" remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners' and instructors' perceptions of online learning.

Recently, "Team School" (School as a Team) has been proposed as a new image of schools in Japanese educational reform. Team School is an organizational model where teachers and non-teaching professionals (e.g., school counselors and school social workers) collaborate in order to respond to the increasingly complex and diverse issues the school faces. Considering the long history of Japanese schools where teachers alone manage all educational activities for students, this new school model based on more involvement of non-teaching professionals seems necessary for the school to expand support for diverse students as well as to keep education sustainable. However, there are several issues for the progress of Team School, such as the lack of new professionals and the existing teachers' workstyle. In this article, the author focuses on school-based collaboration for student support as an aspect of Team School and examines the issues for its implementation. To clarify these issues in Japan, the author examines the case of "Safeguarding Teams" in UK schools. Also, findings from the author's field research at a Japanese junior high school are used to examine how to realize Team School and improve collaborative support for students.

"Re:Tension" is a short 20 minute film that follows Thapelo, a bright and capable university student, on a day where he is unwittingly forced to question the judgements of his tutors and peers, and delve deeper into his own actions, choices and beliefs. "Re:Tension" addresses the topic of institutional racism and the gap in student retention amongst BAME (Black, Asian and Minority, Ethnic) students within British universities. The film was inspired by analysing statistical data that highlighted the unexplained dropout rate of BAME students as well as attempting to provide real insights into unconscious racial harassment within the higher education system and micro-aggressions that often go unnoticed. To accompany the film, a toolkit, developed by Senior Teaching Fellow Syra Shakir in collaboration with Ricardo Barker, uses the film and the aftermath debate to openly challenge racism and discrimination. It encourages group discussion around accountability and responsibility, this journal hopes to describe how this work has been adapted to bring these challenges to the attention of degree apprentices at Leeds Trinity University, with the aim that it will empower them to challenge such inappropriate behaviour within their workplace and take positive action. (Ricardo Barker, 2021)

COVID-19 changed university life worldwide as campuses closed or offered restricted inperson teaching. Whilst early evidence suggests that educational experiences were satisfactory, concerns were raised about the impact of COVID-19 on social and psychological elements of university including student loneliness. We conducted a UK-wide cross-sectional cohort comparison study using an anonymous online survey measuring loneliness and the factors which may predict it: belonging (need to belong and achieved belonging), social support, and social identity. We found that students who began their studies at the height of the pandemic (2020/21) or after restrictions largely lifted (2021/22) had a reduced sense of belonging compared to those who started earlier (2019/20), suggesting some longlasting effects on students. Whilst there were no significant cohort differences in loneliness, need to belong, sense of belonging, and social support were significant predictors of loneliness, suggesting these factors could be targeted to reduce loneliness in students going forward.