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The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

With the growing importance of the United Nations' SDGs, many EFL textbooks addressing the goals have been developed. However, these textbooks generally discuss the applicability of the SDGs in Global South countries, and for university students in Japan, this has resulted in "SDG burnout," as they study the topic but often fail to find meaningful connections to the materials. This article builds on previous research into the efficacy of culturally familiar materials, and it takes SDG education in a new direction through the creation of materials in dialogue with social justice issues. Four lessons were created by the researchers, and as part of the post-reading assignment, learners had the autonomy to choose between culturally familiar or unfamiliar activities related to either the news or popular culture. A 6-point Likert scale was used to gauge student interest, which indicated that the inclusion of social justice issues may positively affect interest. A series of binomial tests revealed that learners preferred culturally familiar activities and activities related to the news. These findings provide important implications for teaching the SDGs as they suggest learners might be most receptive to culturally familiar materials that are based on the news and connected to issues of social justice.

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners.

The Qin Zheng, an ancient Chinese musical instrument, embodies centuries of cultural heritage and artistic expression. Amidst its strings, melodies resonate with stories of ancient China, reflecting the country's rich history and cultural identity. The objective of this study is to analyze the Qin Zheng playing techniques of Zhou Wang in musical literacy development. The research investigates Zhou Wang's historical development, pedagogical approach, and playing techniques through a qualitative analysis. The study focuses on the Xi'an Conservatory of Music as the primary research site, where Zhou Wang has taught and mentored students for over three decades. Key informants include Zhou Wang herself, her students, and colleagues in the field of Chinese musical education. Data analysis involves structured interviews, observations of performances and teaching sessions, and transcription of musical examples. The findings reveal Zhou Wang's mastery of Qin Zheng techniques, including intricate right-hand and left-hand skills, and their significance in fostering musical literacy development. The study highlights the potential benefits of integrating music education, particularly traditional Chinese music like Qin Zheng, into curricula as a means to enrich students' language skills, cognitive abilities, and emotional intelligence.

In 2019 the Budj Bim cultural landscape in south western Victoria was listed on the World Heritage Register. It is significant firstly for the Gunditjmara people as a culmination of regaining control over their traditional lands and international recognition of their unbroken connection with the land extending back tens of thousands of years. It undermines a longstanding distinction made in heritage assessment between tangible (material) and intangible (immaterial) categories by instead seeing these as interdependent and 'constitutive entanglements' of everyday life. The corresponding distinction too often made between the built and the natural environment has resulted in a disproportionate acceptance that associates built environment heritage with European or Western societies and identities natural environmental heritage with Indigenous landscapes. Introducing a socio-material perspective where these formerly separate categories are seen as interdependent enables a new mode of understanding cultural connection to the land that is potentially transforming. Finally, it is significant as an exemplar of Indigenous led heritage work that brings together political struggle and advocacy, history work, and in the process creates new knowledge.

Microorganisms are ubiquitous in nature and are central to human, animal, environmental, and planetary health. They play a particularly important role in the food chain and the production of high-quality, safe, and health-promoting foods, especially fermented foods. This important role is not always apparent to members of the public. Here, we describe Kefir4All, a citizen science project designed to provide the general public with an opportunity to expand their awareness, knowledge, and practical skills relating to microbiology, introduced through the medium of producing fermented food, i.e., milk kefir or water kefir. During the course of Kefir4All, 123 citizen scientists, from second-level school and non-school settings, participated in a study to track changes in the microbial composition of kefirs, by performing and recording details of milk kefir or water kefir fermentations they performed in their homes or schools over the21-week project. At the start of the study, the citizen scientists were provided with milk or water kefir grains to initiate the fermentations. Both types of kefir grain are semi-solid, gelatinous-like substances, composed of exopolysaccharides and proteins, containing a symbiotic community of bacteria and yeast. The experimental component of the project was complemented by a number of education and outreach events, including career talks and a site visit to our research center (Kefir Day). At the end of the study, a report was provided to each citizen scientist, in which individualized results of their fermenting activities were detailed. A number of approaches were taken to obtain feedback and other insights from the citizen scientists. Evaluations took place before and after theKefir4All project to gauge the citizen scientist's self-reported awareness, knowledge, and interest in microbiology and fermented foods. Further insights into the level of citizen science participation were gained through assessing the number of samples returned for analysis and the level of participation of the citizen scientists throughout the project. Notably, the survey results revealed a self-reported, increased interest in, and general knowledge of, science among the Kefir4All citizen scientists after undertaking the project and a willingness to take part in further citizen science projects. Ultimately, Kefir4Allrepresents an example of the successful integration of citizen science into existing education and research systems.

Organizational culture acts as the mortar that connects the bricks. Every institution has its own unique culture which has been adopted and shared by all employees over the years. As establishment stories, ways of doing business, and communication styles change, culture also adopts itself to these in a way that is specific to that organization. Since there is no single understanding of culture covering all types of institutions, research has focused on classifying the concept of organizational culture according to types and concentrated on situational studies. As in for-profit businesses, culture is also significant in organizations that prioritize social goals. In this research, an academic organization within the realm of public institutions is discussed. The purpose of the article is to reveal the functioning of the elements that make up the organizational culture of the Open Education Faculty in the institution and the types of culture that are seen as dominant in the organization. In the case study, semi-structured interviews were conducted with the managers who have taken important roles in the history of the institution, and the documents containing information about the faculty culture were analyzed. The results of the qualitative content analysis revealed that Anadolu University Open Education Faculty has a strong and established culture, and this contributes to the work done and institutional development. Considering the dominant cultural styles in the institution; it is noteworthy that it started as an effective, collaborative, dynamic and work-based culture. With the institutional growth being experienced over time, the faculty culture has evolved towards a more protective, bureaucratic, and analytical one due to the difficulties in the organizational environment and the risks in the decisions taken. However, considering the scope, structural features, and stakeholder diversity of open education at home and abroad, the faculty still maintains a dynamic, collaborative and developmental cultural style with its ability to coordinate between units, its flexibility to respond to environmental changes, and its efforts to take innovative steps.

To overcome the difficulty and unprecedented suspensions due to the COVID-19 pandemic, every organization is required to consider strategic steps to sustain, one of which is by implementing digital transformation and developing leadership capability. This study aims to determine the impact of digital transformation and leadership capability in maintaining the organization, particularly in distance education. This study used questionnaires distributed to 402 students to obtain their opinions on digital transformation, leadership capability, and organizational resilience in Universitas Terbuka, a founder of distance education institutions in Indonesia. Data were analyzed using descriptive and Higher-Order Structural Equation Modeling analysis. Based on the modelling, it is shown that the modelling had a good value of the Goodness of Fit Indicator through a standardized loading factor (SLF) more than the tolerable loading factor limit (>0.50). The Variance Extracted (VE) and Construct Reliability (CR) values also showed that the questions on every indicator used in this study were sufficiently measurable and reliable. The results of hypothesis testing indicated that there was a positive and significant impact of digital transformation and leadership capability on the organizational resilience of Universitas Terbuka.

Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.

People's lives tend to the outside world, leading to the waning of cultural preservation values due to the ease with which foreign cultural influences enter and threaten the existence of local culture. To avoid the decline of the younger generation's interest in traditional art, it is necessary to carry out an idea of preservation through education, in this case, social studies subjects at school. This study aims to analyze the relationship between traditional art and social studies as a learning resource. The traditional art discussed in this study is panting music which is traditional arts in South Kalimantan. This is done to get a pattern for preserving traditional arts through social studies subjects. The research method used is qualitative. Data collection is done through observation, interviews, and documentation. Informant this research panting music players, and social studies teachers. The various data obtained are then reduced, presented, and then concluded. The researcher triangulated and extended the observations. The study's results confirmed panting music performance activities could be packaged as social studies learning resources. This is done by integrating class VII textbooks on the theme of cultural and ethnic diversity in the Indonesian traditional musical.

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers' beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers' beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers' implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs.

This study investigates the role of Yu Shuxi in the transmission and preservation of Pingdiao Sanxianshu, an intangible cultural heritage, within the context of literacy and education. By analyzing the cultural significance and pedagogical practices of Yu Shuxi's artistry, the research explores the impact of traditional folk arts on literacy development and cultural identity formation. Utilizing qualitative methods, including interviews with key informants and field observations in Baofeng County, Henan Province, the study captures the intricate relationship between individual biographies and broader educational practices. Data analysis reveals how Yu Shuxi's life story and teachings in Pingdiao Sanxianshu contribute to cultural preservation and literacy skills among learners, emphasizing the need for integration of traditional arts in modern education. The results indicate the potential of such arts to enhance critical thinking, linguistic abilities, and cultural literacy. Consequently, the research suggests collaborative measures across educational institutions, governmental policies, and community efforts to ensure the viability and relevance of traditional folk arts like Pingdiao Sanxianshu in contemporary society, maintaining their legacy for future generations.

Southern Shaanxi, rich in folk song culture, faces significant challenges in preserving its musical heritage due to rapid modernization, technological advancements, and social changes. The primary objective is to investigate the educational literacy development and transmission processes of Chinese folk songs in Southern Shaanxi under contemporary status. The research site encompasses cities like Hanzhong and Ankang, with seven key informants, including folk song practitioners, educators, cultural experts, students, and community members, provided insights through interviews, observations, and document analysis. Thematic analysis was employed to identify patterns and themes related to educational literacy development, transmission processes, and cultural influences. The results indicate that integrating folk songs into educational curricula enhances language acquisition, critical thinking, emotional expression, and cognitive skills while revealing challenges such as the loss of traditional environments, the complexity of singing techniques, and economic constraints. The study suggests embracing technological innovations, fostering community involvement, and implementing supportive policies to sustain the transmission of Chinese folk songs and promote cultural literacy among younger generations.

The Poya Songbook, an integral part of Zhuang traditional culture, embodies rich music and folklore passed down through generations. This study aims to examine the historical development and literacy transmission of the Poya Songbook for education and literacy studies in Funing County, Wenshan Prefecture, Yunnan Province, China. Drawing upon a combination of ethnographic methods and semiotic analysis, the research delves into the intricate journey of the Poya Songbook, contrasting its state before and after the pivotal year 2006, when it received official recognition as an intangible cultural heritage. Three key informants, deeply rooted in the local cultural milieu, provide valuable insights into the songbook's transformation, its role in education, and the challenges of preserving its authenticity amidst modern influences. The data analysis discerns shifts in transmission methods, content, and performance, shedding light on the evolving relationship between tradition and cultural identity. The findings underscore the importance of balancing preservation with adaptation to ensure the continued vitality of this cherished cultural heritage. Suggestions for the sustained safeguarding of the Poya Songbook include innovative educational initiatives that integrate its teachings into contemporary curricula, fostering a deeper understanding and appreciation of Zhuang cultural identity.

This study aims to develop comprehensive education and learning guidelines aimed at preserving and protecting Qinghai Mongolian folk songs in China within the broader context of intangible cultural heritage. With a strong theoretical foundation emphasizing the role of education, interdisciplinary approaches, and community engagement, this study employs a multidisciplinary methodology. This includes an extensive literature review, expert consultations, fieldwork, and case studies to develop comprehensive education and learning guidelines for the safeguarding of Qinghai Mongolian folk songs. The historical evolution of Mongolian folk songs, legal frameworks, collaborative efforts, government-led initiatives, the role of social forces, published resources, and higher education institutions all feature prominently in the research results. These findings align with the theoretical principles outlined in the literature review, emphasizing the importance of education, interdisciplinary approaches, and community engagement in ICH preservation. The education and learning guidelines generated by this research serve as a valuable framework for the sustainable protection of Qinghai Mongolian folk songs and offer insights applicable to the preservation of intangible cultural heritage globally.

This study focuses on the evolution and literacy transmission of the Suona ensemble in Southwest Shandong Province, China, which encompasses a rich tapestry of traditional and modern educational methods spanning familial inheritance, master-apprentice relationships, selfstudy, and formal training schools. Drawing on interviews with key informants and historical analysis, this study delves into the intricate web of practices that have shaped the evolution and preservation of Suona music over the centuries. From the oral traditions of family transmission to the structured curriculum of training schools, each method has played a vital role in sustaining this cherished cultural heritage and facilitating literacy transmission in music education. Despite facing challenges such as limited access to formal education and the scarcity of written scores, Suona artists have demonstrated remarkable resilience, adapting to societal changes while maintaining the essence of their craft. As economic growth and cultural shifts reshape rural communities, the demand for Suona ensemble music continues to grow, prompting innovations in teaching and learning methods. Through a blend of tradition and innovation, Suona ensemble music remains a vibrant and enduring expression of Chinese folk culture, enriching the lives of both practitioners and audiences alike.

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master's and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master's and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master's and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master's and doctoral candidates flexibility and increased their learning engagement.

The objective of this qualitative research study is to analyze the contemporary transmission methods and educational approaches employed in preserving and revitalizing Chinese Jinghe opera to address current challenges in Hubei Province. The research site, Jingzhou City in Hubei Province, serves as the backdrop for exploring this multifaceted cultural heritage. Nine key informants, including scholars, practitioners, and community members, provide diverse perspectives on Jinghe Opera and its transmission. Semi-structured interviews serve as the basis for data collection, and thematic analysis follows to reveal recurring themes and patterns. The study reveals the historical significance of Jinghe Opera, its evolution, and the critical roles of supporting institutions, such as the Intangible Cultural Heritage Protection Center and Yangtze University. Challenges facing Jinghe Opera, such as a shortage of original works and an aging transmission workforce, are discussed. Proposed solutions include fostering creativity, modernizing education, and establishing institutional support. This research contributes to the broader discourse on cultural heritage preservation and demonstrates the resilience of traditional art forms in a changing cultural landscape.

In this research, it is aimed to make a compilation based on studies in the literature on the reflection of professional loneliness levels of Educational Managers, especially school principals, on their individual and organizational performances, and to raise awareness by drawing attention to the problems experienced. Based on the literature, the variables affecting the professional loneliness levels of school principals are exemplified in the light of studies. Then, the factors affecting the performance of school principals were explained in two dimensions, especially individual and organizational, and attention was drawn to the relationship between professional loneliness levels and these factors. As a result, some suggestions have been made for researchers and practitioners based on these factors.

Oral folklore tradition is a unique phenomenon in West Borneo. This study aims to gain the lecturer's perspectives and reflection toward its implementation as a project-based activity for encouraging university students to transform local folklore into texts in English. It combines Finnegan's instructional procedure, and Gordon's synectic model and the creative state, which has been defined as creative instruction. Multiple observations and an in-depth interview with the folklore lecturer were conducted for this qualitative investigation. The lecturer is recognized as being exceptionally representative of this study employing purposive sampling under lived experience study because of his proficiency and enthusiasm. Having this creative instruction under supervision makes it clear that there is more room for the student's imagination and creativity to grow throughout this project-based activity. It gives them freedom to freely pursue their interests. Without excluding the possibilities of use in areas where there is still local folklore, this creative instruction is specifically suited for regions that are still rich in oral tradition. Further research is essential, nevertheless, as this study does not go into great detail on the perspectives and involvement among various students, the diversity of cultures and geographies, or the advancement of artificial intelligence (AI).

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

This article describes a piloted approach to responsive lesson planning and lesson reflection that centers the motivation of both teachers and students in public school settings. Anchored in the African philosophical approach of Sankofa and Self-Determination Theory, the tools and practices described encourage strategic reflection while considering the basic psychological needs of both children and adults. Special Education teachers in Washington, DC employed a Lesson Internalization co-planning tool and found it aligned the paired teachers and filled gaps in the social-emotional and support needs for their students not captured by traditional lesson planning formats. General education teachers in the Bronx utilizing a responsive post-lesson reflection tool were able to adeptly pinpoint problem areas in delivered lessons, identify differences in causes of struggles between different sections of students, and even replace a traditional approach to behavior intervention for a student. Crucially, the practices were found to be fully internalizable and did not unduly add to the planning or reflection workload or time commitment for the teachers. The successes found in these pilots suggest the potential for a broader application of motivation-centered approaches in other aspects of school including conflict resolution, teacher evaluation, coaching, hiring practices, and professional development.

Background: The most effective indigenous games well known to pre-schoolers must be used in schools, given the significance of literacy and numeracy abilities in children's future educational prospects and successes. Aim: The goal of this article was to determine the efficacy of indigenous games in promoting literacy and numeracy skills among preschool children. Setting: Ten teachers were selected from the four rural selected schools in Zambia with Early Child Education (ECE) centres. Methods: The article used a participatory action research design with a purposive sampling technique. The researchers used interviews and participatory observations to collect data. Results: The study found that indigenous games, when used effectively, can have the potential to promote the child's literacy and numeracy skills, even though some teachers found them challenging to execute. The study adopted a thematic analysis approach to analyse a set of data and search for patterns in its interpretation to identify themes. Conclusion: The study has shown that indigenous games have many benefits for preschoolers' learning. The study recommends that teachers should attend intensive continuing professional development (CPD) workshops and seminars to gain the knowledge and abilities necessary to effectively and suitably teach ECE learners pertinent skills through traditional games. Parents should be involved in teaching traditional games. Besides, the curricula of universities and colleges of education should include instructions in indigenous games for teacher preparation. Contribution: Research on the use of indigenous games in promoting the acquisition of literacy and numeracy skills in Zambia is limited, hence this enquiry.

Due to negative classroom experiences, lack of resources and access, the fear of the unknown, and at times a disconnect, students are often fearful of literacy learning (reading, writing)--and in some cases outright bored. This piece highlights a variation of Childs' "C.O.U.N.T." acronym, which addresses ways in which teachers can infuse popular culture, technology, and authentic experiences into their traditional writing and literacy curriculums. From creating and cultivating a culture that embraces literacy in various modes, and providing assignments that move beyond traditional assessment, this article will demonstrate the powerful reach that teachers can have by honing in on creative ways to facilitate writing instruction. Going beyond the use of pencil and paper writing and assessment in classrooms, and simple but meaningful and authentic ways to enhance literacy instruction for teachers will be discussed.

The aim of the study is first to discover if quiet quitting (QQ) act exists among teachers at schools, and then, if there are teachers who are a part of this movement, to disclose the indications of QQ act and the reasons that push them to quiet quit. The study was designed in accordance with the qualitative phenomenology pattern and carried out with 13 teachers selected by the snowball sampling method, which is one of the purposive sampling methods. Semi-structured face-to-face interviews were conducted to collect data and the data was analyzed by content analysis technique. In the light of the analysis, "indications of QQ among teachers" and "reasons for QQ among teachers" themes emerged. The result of the study reveals that teachers are part of the QQ act. Teachers' ending their psychological contract, organizational commitment and belonging are internal indications, while holding back on duties that are outside the job description, not taking on new duties, and not taking responsibility for duties requiring them to spend overtime or outside working hours are external symptoms. As for the reasons, teachers quiet quit because the meaning they attach to their profession is deteriorated and their efforts are rendered worthless because of the financial challenges they experience. Also, due to the precarization they experience stemming from the paid teaching practice and the loss of prestige in the society, teachers quiet quit. Pandemic is among the other reasons that lead teachers to quiet quit. Furthermore, work-life imbalance pushes teachers to question their profession and they regard QQ as a way out of that imbalance. Lastly, low motivation and commitment are regarded as the reasons for QQ among teachers. Accordingly, it is recommended to make the precarization process of the teaching profession visible, to abolish the practice of paid teaching, to regulate teacher salaries below the poverty line, to revise excessive workload causing work-life imbalance, to limit the expectation of being available outside of work hours, and to eliminate the elements that undermine teachers' organizational motivation and commitment.

The aim of this study is to reveal the mediating role of school culture in the effect of school principals' transformational leadership style on school happiness. For this purpose, the research was conducted according to the quantitative research method and relational screening model. Transformational leadership style was determined as the independent variable, school culture as the mediating variable, and school culture as the dependent variable. The study group of the research consists of 403 teachers working in public schools on the European side of Istanbul. Data were analyzed with correlation and mediation tests. The research findings indicate a significant and positive relationship between school principals' transformational leadership style and teachers' perception of school happiness. While the transformational leadership style directly and positively impacts school happiness, this effect continues even when support culture, achievement culture, and task culture are included in this dual relationship. However, support culture and task culture "partially mediate" this relationship, thereby indirectly contributing to the impact of transformational leadership style on school happiness. In light of these findings, the transformational leadership style of school principals can be considered as an important strategy to increase the overall happiness of the school community by developing and supporting a culture of support and a culture of task.

Professional development for teachers propels schools to excellence and contributes to school growth. Therefore, the purpose of this study was to examine the role of teachers' personal characteristics, perception towards Continuous Professional Development (CPD) and support of school leaders in the implementation of teachers' CPD at Finote Selam town secondary school in Ethiopia. To accomplish this, Ecological Theory served as a theoretical lens, and a convergent parallel mixed design was used. A questionnaire was used to collect data from 304 teachers selected using a comprehensive sampling strategy, as well as 11 interviewers. As findings, teachers' implementation of CPD has no correlation with age, length of service, and perception of teachers towards CPD. However, there is a significant, strong, and positive relationship between teachers' implementation of CPD and school leaders' contribution to CPD. The support of school leaders explains 39.6 % of the total variance of teachers' CPD implementation. Finally, lack of good school culture among use in professional development activities, lack of commitment, lack of funding, and lack of common understanding related to CPD were the most prominent challenges affecting teachers' implementation of CPD. The findings provide theoretical implications to the literature and practical implication to educational institution leaders by identifying the main challenges of teachers in the implementation of CPD.

This study investigates the innovative work behavior (IWB) of marine lecturers, considering work motivation (WM), organizational culture (OC), and soft skill competence (SSC). Data from 145 respondents representing ten higher education polytechnics in Indonesia were analyzed using partial least squares-structural equation modeling (PLS-SEM). Respondents answered 54 Likert-scale questions, revealing that SSC significantly shapes IWB (estimated value: 0.504), primarily through problem-solving ability. However, WM showed no significant impact on IWB, possibly due to non-influential dimensions like science, technology, environment, and society. Incorporating technological developments as moderating variables could enhance this relationship. Notably, SSC and OC exhibit crucial relationships with IWB, highlighting their importance over WM. These findings shed light on the complex dynamics influencing IWB among marine lecturers, emphasizing the significance of SSC and OC in fostering innovation in the maritime education sector.

"Strange Tales from a Chinese Studio," a renowned classical literary work by Pu Songling from the Qing Dynasty, has been translated into English by Herbert Giles (1842) and John Minford (2006), both retaining the same title. This study examines and compares these two English translations, analysing their respective translation strategies, which can be broadly categorized into domestication and foreignization. The analysis is framed within Lawrence Venuti's theoretical framework, providing the basis for examining the strategies employed in each version. The study focuses on two primary aspects: the strategies and methods used in translating cultural terms, and the characteristics of the translations concerning type-token ratios, word length, and sentence length. The comparative analysis reveals that Giles predominantly employs a domestication approach, while Minford favours a foreignization strategy. However, these findings represent tendencies rather than rigid principles, highlighting the necessity for adaptable approaches to achieve effective translation outcomes.

In the field of translation studies, while re-narration is commonly observed in translated works, there is a noticeable lack of research focusing on re-narration specifically within wenyan translations. Addressing this gap, this study aims to investigate how re-narration occurs in wenyan translation through the framing strategies employed by translators, using Sun Tzu's The Art of War as a classical wenyan literary example in China. John Minford's 2002 translation is selected for analysis due to its publication in the 21st century and its inclusion of commentary to aid English readers in contextual understanding. The theoretical framework of Baker's Narrative Theory guides this examination. A sample of 671 translation instances from Chinese to English is analysed. The findings reveal that selective appropriation emerges as the primary framing strategy in commentary translation, while the repositioning of participants emerges as the most prominent framing strategy in re-narration.

Overt and Covert errors are categorized as translation assessments that focus on functional match of lexical items. This study investigates functional equivalence (overt error) in translating idioms in the American fantasy film Maleficent. This study aims to explore the common problems in translating idioms because of non-equivalence and to describe the overt errors. The study used a mixed (qualitative and quantitative) research design, with random sampling technique used for data collection. The data of this study comprised twenty idioms from the film Maleficent, with the objective to examine the problem of non-equivalence in translating idioms. Baker's Functional Target Language Equivalence theory of translation and House' Model of Translation Quality Assessment were used to figure out overt errors. The study found out eight common translation problems including complexity of source-language words; difference in expressive meaning; source-language concept not lexicalized in the target language; source and target languages make different distinctions in meaning; target language lacks superordinate, cultural-specific concepts and specific terms. In addition, the study also discovered some overt errors in translating idioms due to breach of language system; change in meaning; cultural filtering, and distortion of meaning. This study was confined to only those idioms which have common non-equivalence problems; hence generalization of findings is not emphasized.

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of rural primary school students. The research is a quasi-experimental design with pre-test-post-test non-equivalent control group design. The participants were 3rd grade elementary school students in rural Karanganyar Regency, Central Java, Indonesia. Sampling was done by purposive sampling and cluster random sampling technique. There were 58 students in the experimental group and 56 students in the control group from 2 different elementary schools, but their qualifications were both in the good category. In learning to read, the experimental group used educational comic books containing local folktales while the control group used texts containing local folktale. Reading literacy competency data was obtained through paper and pencil tests. The data obtained were analysed descriptively and inferentially using t-test. The results of the study prove that there is a significant effect of educational comics based on local folktale on students' reading literacy competence. Local folktale supported by images is suspected to facilitate the availability of context so that the substance of the text is easier to understand. Therefore, teachers are advised to use image support in learning to cover learning losses due to the pandemic, especially in rural schools which experience many obstacles in distance learning.

This research is motivated by the level of school resilience which is not yet good, so school principals must increase school resilience with their leadership. Therefore, this research aims to analyze and describe the leadership of school principals in setting direction, developing human resources, and redesigning organizations to increase school resilience. The method used in this research is qualitative research with an ethnographic approach, which helps provide an in-depth and detailed picture of the school's daily habits in implementing school resilience. This research uses data collection techniques in the form of observation, interviews and documentation by carrying out data analysis techniques using description, analysis and interpretation. The results of this research explain that in carrying out the three leadership roles of the school principal, namely setting direction, developing people, and redesigning the organization, through school habits (culture), private schools will be able to create a level of resilience in the school environment. Even in unfavorable conditions, school principals can survive by carrying out leadership roles using existing school habits.

The exposure of educational institutions to rapid and profound changes due to globalization and the transition to the knowledge society emphasizes the cultivation of individuals who develop universal and critical thinking skills through educational transformation. Synergistic management is an approach that has gained increasing importance in educational management in recent years, highlighting its predictive capacity by contributing to the quality of educational activities. Synergistic management practices enable different elements within organizations to come together to achieve more effective results and are strongly associated with organizational culture and learning processes. The learning processes of organizations foster the development and continuity of intellectual knowledge accumulation by creating awareness in the organizational culture memory. Secondary education institutions are of critical importance in completing students' personality development and preparing them for higher education, underscoring the significance of examining teachers' perceptions of synergistic management, organizational culture, and organizational learning for the development of management and leadership strategies in educational institutions. At the end of the study, it was found that organizational learning and organizational culture (r=0.82, p<0.01) had a high level of statistically significant and positively directed relationship with synergistic management (r=0.83, p<0.01). Additionally, a high level of statistically significant and positively directed relationship was also identified between organizational culture and synergistic management (r=0.76, p<0.01). The results of Cohen's f[superscript 2] analysis for the structural model indicated that the statistical effect sizes of synergistic management on organizational culture (f[superscript 2]=3.081) and organizational learning (f[superscript 2]=12.513) were substantial, demonstrating the significance of the relationships in the model.

This research investigates the transmission of Maoqiang opera, focusing on the iconic repertoire "Zhao Meirong Guan Deng" and its role in preserving cultural heritage in the Shandong Peninsula. The objective is to investigate the role and social function of Maoqiang Chinese opera in transmitting cultural heritage through education. The research site encompasses various academic institutions and community-based events in Jiaozhou City, where key informants, including Maoqiang opera practitioners and local authorities, provide insights into the transmission process. Data analysis involves qualitative methods, including interviews, observations, and document analysis, to elucidate the multifaceted role of "Zhao Meirong Guan Deng" in cultural transmission. Methodologically, the research employs a mixed-methods approach to capture the complexity of Maoqiang opera transmission and its societal impact. The research results highlight the enduring legacy of Maoqiang opera and the effectiveness of incorporating traditional repertoire into educational curricula, fostering an appreciation for intangible cultural heritage among diverse audiences. Suggestions for future research include exploring innovative transmission strategies, leveraging digital media, and strengthening collaboration between cultural institutions and educational stakeholders.

Th? cr?ativity and g?n?ral cognitiv? d?v?lopm?nt of stud?nts ar? gr?atly aid?d by music ?ducation. In China, th? gov?rnm?nt has tak?n action to nationaliz? th? curriculum in r?cognition of th? valu? of music ?ducation and to ?nsur? that childr?n across th? country r?c?iv? consist?nt, ?xc?ll?nt music training. This study aim?d to ?xamin? th? impact of stud?nt motivation on acad?mic achi?v?m?nt. Furth?rmor?, it ?xplor?d th? m?diating rol? of stud?nt motivation and th? mod?rating rol? of saxophon? t?aching m?thods. Th? study includ?s a sampl? of 375 coll?g? stud?nts in China and us?s a quantitativ? cross-s?ctional d?sign. Th? acc?ptanc? and int?gration of culturally appropriat? music curricula, t?aching strat?gi?s, and ?ducational r?sourc?s ar? r?f?rr?d to as nationalizing music ?ducation. Und?rstanding th? ?ff?cts of nationalization on stud?nts' l?arning r?sults r?quir?s a thorough und?rstanding of stud?nt motivation and acad?mic succ?ss in th? music classroom. Th? principal data coll?ction tool for this study is a surv?y qu?stionnair? that ?xamin?s th? nationalization of music ?ducation, saxophon? t?aching t?chniqu?s, stud?nt motivation, and acad?mic accomplishm?nt. Th? gath?r?d data ar? ?xamin?d using statistical t?chniqu?s lik? PLS-S?M and mod?ration analysis. Th? r?sults of th? study d?monstrat?d a dir?ct and favorabl? r?lationship b?tw??n music ?ducation and acad?mic p?rformanc?. Furth?rmor?, it was discov?r?d that stud?nts' motivation play?d a m?diating rol? in this association, indicating that incr?as?d l?v?ls of motivation amplifi?d th? b?n?ficial influ?nc? of music ?ducation on acad?mic achi?v?m?nts. Mor?ov?r, it was not?d that t?aching mod?s play a mod?rating influ?nc?, wh?r? th? us? of ?xp?rim?ntal t?aching m?thods amplifi?s th? impact of music ?ducation on acad?mic accomplishm?nt, ?sp?cially in practical and cr?ativ? ar?as. This r?s?arch ?nhanc?s th? curr?nt und?rstanding by pr?s?nting ?mpirical ?vid?nc? of th? compl?x conn?ction b?tw??n music ?ducation, stud?nts' motivation, and t?aching m?thods.

Few existing research examines the relationship between transformational leadership and professional learning communities. This study aims to explore the relationship between transformational leadership and professional learning community components from the perspective of teachers in the Chinese context. A total of 385 primary school teachers participated in the questionnaire survey. This quantitative study used the 12-item Multifactor Leadership Questionnaire and the16-item PLC scale. The structural equation model showed a good fit. The results showed that transformational leadership had a significant positive effect on professional learning community. Moreover, it has a significant impact on all four components of PLC, namely, organizational learning, shared responsibility, reflective dialogue, de-privatized practice. Transformational leadership conflicts with Chinese Confucian culture on some core features, which provides valuable cases for research on the applicability of transformational leadership in different contexts. At the same time, it also provides empirical evidence for the study of the relationship between transformational leadership and professional learning communities.

In June 2022, the Norwegian Expert Commission on Learning Analytics delivered an interim report to the Norwegian Minister of Education and Research. Motivated by the need to establish a solid foundation upon which to regulate and promote the use of learning analytics in the Norwegian educational sector, the Ministry asked the Expert Commission to investigate the relevant pedagogical, ethical, legal, and privacy issues. Addressing primary, secondary, higher, and vocational education, the interim report surveys the field of learning analytics and the regulatory environment across the contexts and analyzes its challenges and opportunities for Norwegian education. Four dilemmas -- data, learning, governance, and competence -- signal where greater knowledge, awareness, and reflection are needed, as well as the nature of necessary policy and regulatory choices. In this practical report, we offer insights on the use, development, and regulation of LA in different countries, describe the Expert Commission mandate, work method, and dilemmas, and conclude with a reflection on the relationship between research on learning analytics and the challenges that arise when implementing learning analytics in practice. This practical report is relevant for those interested in developing policies or practices surrounding the use of learning analytics at the local or national level.

This study investigates storytelling knowledge and functions embodied in different ethnic folktales and seeks to identify ethnic secondary students' attitudes towards storytelling using a picture series. Fifteen folktales were collected from storytellers belonging to four ethnic groups in Chiang Khong District, Chiang Rai Province, Thailand. One Hmong story, adapted into a lesson using a picture series, was used to instruct 11 Hmong secondary students. Afterwards, these students reflected on their learning through the picture series by responding to a set of questionnaires and open-response questions. The data were then analyzed using a story-analysis framework, descriptive statistics, and content analysis techniques. Findings revealed that the content found in the ethnic folktales can be categorized into six major typologies: gods and goddesses, parental gratitude, love and family, magic spells and ghosts, life and destiny, and animals. These stories were divided into two primary groups. The first group consists of eight stories with multiple types of knowledge and two functions. The second group contains seven stories with a single type of knowledge and two functions. The stories with multiple types of knowledge and two functions contain moral lessons intended to promote positive actions and behavioral changes. Additionally, the results revealed that the students surveyed held positive attitudes towards using a picture series for their learning through storytelling. They perceived that picture series can reinforce language and cultural learning, develop analytical thinking skills, and increase storytelling abilities. Therefore, this study shows that Hmong students can use their local stories as a way to learn English and understand cultural values, beliefs, identities, and ideologies when communicating with others.