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This paper is a slightly revised version of a keynote address given at the 2015 National Quemoy University English Conference, Reimagining the Teaching of Language, Literature, and Culture, in Kinmen, Taiwan, on 5 June 2015. The author contends that teaching English as a Foreign Language is changing rapidly, and successful teachers and scholars need to be prepared for the future. He present six predictions about teaching and researching in the EFL discipline in the year 2020 and beyond, that there will be: (1) A growth of outcome-based instructional engineering, (2) A growth of affordance-based planning, (3) A growth of task-based instructional design, (4) A growth of affordance-based research, (5) Pressure for more curriculum integration of research findings, and (6) Increased scrutiny of peer review, including an expectation that raw data used in studies must be made available for public scrutiny.

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

The colleges and universities in Taiwan are confronted with the following two problems: (1) The average youth (aged 15-29) unemployment rate is more than double the overall unemployment rate; and (2) Mainly affected by the low birth rate, the admission and vacancy rates of colleges and universities have increased, and fierce competition exists among colleges and universities. This paper aims to answer the following two questions raised in Taiwan: (1) Does students' participation in the study opportunities created by university-industry cooperation really help the success rate of future employment? (2) In addition to cultivating cross-discipline talents, how can universities maintain their sustainable competitiveness? Based on a literature review and working experience, the author positively states that internship experience can improve students' employment rates, earnings, and job satisfaction after graduation. After that, several successful internship experiences and governmental promoting measures in Taiwan are mentioned. Four key success factors of internship are also described as follows: a clear structure, meaningful roles, paid internship, and a supportive environment. In terms of the second question, the author argues that the following measures should be taken: (1) Frequent inventory and analysis of the sources and quality distribution of students recruited by every academic unit; (2) Timely analysis of the resource allocation, financial revenue, and expenditure of academic units; (3) Appoint teachers based on expertise, and promote 360-degree feedback in the evaluation of teaching; (4) Strengthen the cultivation of STEM professionals; (5) Develop students' core foundations and transformative competencies; and (6) Appropriately manage world university rankings as needed.

Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.

This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and "English Education" (Sifakis & Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms like all classrooms all over the world. What's different from all national of the world is that Zoom is banned by government that should be paid attentions by Taiwanese teachers, although all nations on the globe use it. (Cheung, 2021)

The technology educators in the world should learn and encourage each other to improve the technological literacy education for all students. In Taiwan, Technology is a newly added domain in the upcoming curriculum guidelines for grades 1-12 that will take effect in August 2019. The new (or the 8th) domain includes two courses: Living Technology (LT) and Information Technology (IT). The purpose of this paper was to describe status and challenges of the technology education as an integral part of general education in Taiwan. The literature review was used to gather all the available sources related to purpose. Consequently, the following results are obtained: (1) the technology education in Taiwan is on the move, (2) the newly added Technology domain brings curriculum revival, and (3) there are two challenges can be seen as opportunities as follows--(a) LT and IT could compete against in the Technology domain; and (b) LT and IT could still have a loose body of knowledge.

As the third-party planner and implementer of higher education institutional and program evaluations, the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) completed program evaluations for all 145 undergraduate business and management (B&M) programs in 43 universities/colleges from 2006 to 2010. In the 145 programs evaluated, 105 programs (or 72 percent) received a five-year certificate of accreditation. However, the failure rate (28 percent) of the programs in this field is much higher than the average failure rate of overall university programs (13 percent). This indicates that not only all programs in this field should keep enhancing quality assurance but also around one third of programs among them have to make many efforts to meet the accreditation criteria. The purpose of this paper was to identify the critical factors of passing/failing the program evaluation and the measures in line with the critical factors should be urgently improved. To attain the purpose, a content analysis of 145 B&M program evaluation reports was conducted. As result of the analysis, the following results are achieved: (1) The 10 critical factors of passing/failing the program evaluation are coherence between goal feature and curriculum, self-improvement capability and mechanism, composition and operation of program committee, curriculum design and mapping, interaction between faculty and student, use and benefit of instructional equipment, environment and rewarding system for research, research outcome and faculty load, graduate's education-employment match, and employment counseling and alumni follow-up; (2) The three measures that should be urgently taken include "aligning program goals, faculty quantity and quality, and curriculum planning", "encouraging all faculty to engage in research and increase research quantity, quality and internationalization", as well as "strengthening faculty quantity and quality, and lightening their workload". [This paper is part of a Ministry of Science and Technology (MOST; formerly called NSC) of the Republic of China (Taiwan)-funded project.]

In our ESL field of English and Chinese, oral translation has become very significant due to the speedy globalization trend. However, many seniors in Taiwan might not effortlessly participate in this global village because they did not attain their chance of learning English in their elementary school. So, some of the bosses of industries or administrators at schools might not be able to interconnect easily without a translator as their assistant in the worldwide situation. Accurately, when participating the intercontinental conferences associated with fields of commercial, medicine, or education areas, a confident and comprehensible translating staff is essential for two monolingual speakers. Moreover, the interpreter's speedy and logical translation is usually a basis of a fruitful profitable interaction. For above condition, this study acclaims the oral translator should accept "Interlanguage" communication strategies that had been promoted by Faerch and Kasper (1983) in their oral translation. Through numerous techniques of "word-coinage," "paraphrase," "exemplify," and "restructuring," the translator would be able to easier achieve a speedy, accurate and fluent Chinese/English transformations. This study will introduce English Translations for several Chinese Poems.

Taiwan's central government launched the 2030 Bilingual National Policy in 2018 to develop Taiwan into a Mandarin-English bilingual nation by 2030. It is anticipated that the chain of talent development--education, selection, training, and utilization--should interlock with each other to effectively reach the goal. Being in charge of national examinations, mainly selecting civil servants by conducting Civil Service Examinations (CSEs) and certifying professional and technical personnel by Professional and Technical Examinations (PTEs), the Ministry of Examination (MOEX) is striving to implement the following four measures to meet the policy: (1) Increasing the score share of the English subject in CSEs' general subjects, (2) Adding an English test as an eligibility requirement for taking some CSEs and PTEs, (3) Adding a professional English test in some CSEs and PTEs, and (4) Adding a CSE branch--Consular: English II--for the prospective consular personnel to take a tested-in-English examination. However, these measures are confronted with the main challenge that many stakeholders argue that English is not sufficiently important to be included in or to increase the English component in the CSEs or PTEs for their fields. To resolve the main challenge, it is necessary to not only strengthen communication and advocacy, but also to effectively cultivate English proficiency for all from the education side.

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The mission of national colleges of technology (NCT's) in Japan and the universities of technology (UT's) in Taiwan is to pragmatically prepare quality engineers and technologists. In recent years, the partnership among NCT's and UT's is extended and expanded. This paper introduces the pragmatic and successful partnership between National United University (NUU), Miaoli, Taiwan and Kisarazu National College of Technology (KNCT), Chiba, Japan. The six key success factors are pointed out as follows: (1) Strong support from NUU's and KNCT's stakeholders, (2) Both NUU and KNCT focus on preparing quality engineers and technologists, (3) A shared focus is identified, (4) Good timing is selected for students' exchanges, (5) Multiple activities are arranged for students, and (6) Students are active partnership agents. Based on the past experiences, a checklist for pragmatic exchanges and cooperation to prepare quality engineers and technologists is suggested. It not only examines the current exchanges and cooperation but can also guide the future exchanges and cooperation.

The purpose of this paper was to explore high-school (grades 10-12) technology teachers' attitudes toward nuclear energy and their implications to technology education. A questionnaire was developed to solicit 323 high-school technology teachers' responses in June 2013 and 132 (or 41%) valid questionnaires returned. Consequently, the following five conclusions can be made: (1) Most high-school technology teachers in Taiwan are keen on news about Japan's Fukushima nuclear disaster, (2) The majority of high-school technology teachers oppose more nuclear power plants in Taiwan, are now "less supportive" of expanding nuclear power plants in Taiwan after Japan's Fukushima nuclear disaster, oppose to extend the operating lifespan of the operating nuclear power plants in Taiwan, and oppose the construction of a new nuclear reactor within 80 kilometers of their homes, (3) The majority of technology teachers in Taiwan are now more supportive than they were before Japan's Fukushima nuclear disaster of using clean renewable energy resources--such as wind and solar--and increased energy efficiency as an alternative to more nuclear power in Taiwan, and support a termination or moratorium on new nuclear power plant construction in Taiwan if increased energy efficiency and off the shelf renewable technologies such as wind and solar could meet our energy demands for the near term, (4) Nearly a half of high-school technology teachers in Taiwan do not know the evacuation route and what other steps to take in the event of the nearest nuclear power plant emergency, and (5) The majority of high-school technology teachers in Taiwan includes nuclear energy in their technology courses, and will enrich nuclear energy in their technology courses. An appendix presents the contingency table of Chi-square analyses.

In order to promote energy literacy for graders K-12, the Ministry of Education (MOE) in Taiwan initiated a K-12 Energy Technology Education Project in September 2010. This 40-month project has one project office affiliated to a university, and 18 promotion centers affiliated to 18 schools--including 5 regional centers for upper-secondary schools and 13 county/city centers for kindergartens, elementary schools and lower-secondary schools. The main duties of promotion centers are: (1) Recruiting seed teachers/teacher leaders for grades K-12; (2) Recruiting volunteers and narrators for promotion centers; (3) Promoting energy education within their regions/counties/cities, and (4) Establishing websites for energy technology education. Yearly key performance indicators (KPIs) of each promotion center are negotiated among the project office and the promotion centers. The 40-month grant for promotion centers will be ended at the end of 2013. The purpose of this paper was to examine the efficiency and effectiveness of the K-12 energy technology education promotion centers. As a result of a document analysis and a gap analysis, the following efficiency and effectiveness of promotion centers are found: (1) Not every center meets its own KPIs, which were negotiated with the project office; (2) All centers meet their KPI targets in the following three duties: establishing energy exhibition space, recruiting and training volunteers or narrators, and building a website; (3) "Recruiting seed teachers" is the most difficult duty to conduct and every year about a half of the centers do not meet their KPI targets; and (4) The rationale for establishing promotion centers is good and well-supported. Based on the above findings, the following conclusions can be made: (1) The efficiency and effectiveness of the promotion centers are satisfactory; (2) The administrative region-based centers need to be reshaped to become cellular station base-oriented to increase the efficiency and effectiveness of promotion centers; and (3) New promotion centers can be required to focus on the following three aspects of energy education in descending order of priority: strengthening daily energy-saving and carbon-reduction, improving existing energy technologies, and developing new energy technologies.

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various forms. Schools and academies were formed since the most ancient civilizations. Although between innumerous difficulties, these experiences were capable to teach us how to develop better formative effects and to turn education a generalized and global right. Formal education and other educational practices are used by all of us in the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. This international conference seeks to provide explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2014 received over more 292 submissions, from 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 83 submissions (28% acceptance rate). The conference also includes a keynote presentation from the distinguished Professor Hanna David, Tel Aviv University (Emerita), Israel, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extracurricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Prospective child care givers need to prepare themselves not only for employment but also for entrepreneurship in the field of child care service. In order to explore the entrepreneurial potential of prospective child care givers, an exploratory survey was conducted to survey 68 senior students of a department of child care in a public university/college of technology. As a result, it is found: (1) Prospective child care givers have moderate entrepreneurial potential; (2) There is no significant difference in entrepreneurial potential between 2-year-program and 4-year-program students; (3) "Collaborative," "be comfortable with partnerships," and "family and friends are supportive," under the categories Motivation, Capacity, and Support, respectively, are the top three entrepreneurial skills; and (4) "Innovative" under Motivation, "have two or more partnerships" under Capacity and "community is actively helpful" under Support are the bottom three skills. Based upon the above findings, the following three interlocking conclusions and implications are made: (1) Prospective child care givers need to increase their entrepreneurial potential; (2) Multi-skills have to be addressed to increase prospective child care givers' entrepreneurial potential; and (3) More subjects and aspects should be surveyed to increase the generaliability and validity. A complete list of questionnaire questions is appended. (Contains 2 tables.)