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Pen-and-Paper-Rollenspiele sind zwar seit den 1970er-Jahren Teil einer globalen Spielkultur mit bedeutendem Einfluss auf moderne Computerspielgenres, aus deutschdidaktischer Perspektive sind sie jedoch noch keiner genaueren Betrachtung unterzogen worden, obwohl sie hohe Anforderungen an verschiedene literarische Teilkompetenzen der Partizipierenden stellen. Der Beitrag möchte die literaturdidaktischen Potenziale des Pen-and-Paper-Rollenspiels auf Basis seiner Beschaffenheit und seiner Funktionen skizzieren – allerdings nicht vornehmlich aus einer theoretischen Perspektive, sondern aus der Reflexion der praktischen Erfahrung. Im Rahmen einer qualitativen Studie wurden daher mit Hilfe von Leitfrageninterviews Rollenspie-ler*innen befragt, um einerseits die Faszination am Spiel transparent machen zu können und um andererseits durch die Klassifizierung des Rollenspiels als außerschulische literale Praxis die Nähe zu Rezeptions- und Produktionsformen von Literatur aufzudecken. Die Ergebnisse der Studie werden vor dem Hintergrund einer möglichen Integration in den Deutschunterricht kontextualisiert und es wird der Stellenwert des Pen-and-Paper-Rollenspiels für ein zunehmend medienkonvergent in Erscheinung tretendes Handlungsfeld Literatur (Kepser/Abraham 2016) diskutiert.

Call for Papers: Special Issue on Research Methods on Virtual Exchange: Frameworks and Challenges

There was in Spain an inicial «army of teachers» freinetians, a group of snipers commited to the renovation of the system of education which was born and grew in the shade of the Republic. To this army belonged the teachers’ small squad of Extremadura, which took two schools of Las Hurdes as a surprising origin. From there it extended to Montijo -principal center of diffusion for the rest of the educational experiences in the region: Calamonte, Valencia de Alcantara, La Puebla del Maestre and, probably also, Arroyo del Puerco. Surprising is not only that the origin of such an educational innovation took place in a region like Las Hurdes, but also that it was proceeding almost at the same time as the huge movement in Catalonia and Aragon, and that it, most likely, was not affected by Almendros ́s influences. There are reasons to believe that the teacher Jose Vargas Gómez, the origin of everything, had early news from Freinet through the teachers from Torrijos and Camarena before arriving to Las Hurdes.

In this paper the author presents and describes the characteristics of the technique One Minute Paper and defines its advantages and disadvantages in language teaching. The present study confirms the effectiveness of the technique in science teaching and highlights its significant impact on improving the quality not only of teaching but also of knowledge of students in physics, mathematics, biology and medicine. The author has applied the technique in English language teaching and proves that it has a positive effect. The study included two groups of students, the experimental and the control group. The paper presents and explains the way in which the survey was conducted. The author also presents the results and confirms that the technique One Minute Paper has a positive impact and great importance in foreign language teaching.

The basic rules (situations) of an experimental research of process of formation of professional ability of the future teacher of fine arts to art training of the schoolboys in conditions of system of art-pedagogical education art considered (examined).

The readiness state o f higher educational establishments' students for conducting pedagogical investigations is analyzed; the reasons o f its low level and the necessity o f definite measures to provide positive dynamic development of this complex personal formation are grounded in this article.

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Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Theoretical discussions and results of empirical research on the contextual approach to teaching and learning point to its effectiveness in realising numerous learning outcomes. The theoretical part of the paper presents the theoretical foundations of the contextual teaching and learning approach, with a focus on constructivist learning theory. The empirical part of the paper presents the results of a study on the implementation of the contextual teaching and learning approach in primary school education from the teachers` perspective. The results indicate that teachers apply the principles of the contextual teaching and learning approach relatively rarely in the teaching process.

This paper’s main objective is to show how the return to democracy by Portugal (1974) and Brazil (1985) accounts for the outstanding development of the Portuguese language over the past fifty years, supporting the idea that the development of a language is closely related to politics, and democratic regimes in particular. To fulfil this objective, the paper presents significant factors that I consider to have been crucial to this dramatic change in the status of the Portuguese language: geopolitical changes, the post-colonial geolinguistic panorama, the growth of education and literacy, the use of Portuguese in international organisations, and economic growth. A further aim is to increase and update general information on the Portuguese language and portray its current global status. The perspective adopted is mainly descriptive; nevertheless, a critical interpretation of the facts will also be present throughout the paper.

This paper shares a virtual exchange (VE) Scholarship of Teaching and Learning (SoTL) project between second language acquisition (SLA) teacher education courses at a university in the U.S. and in Brazil, developed with different groups of learners in 2022 and 2023. The main aims were to support and investigate preservice teachers’ (PSTs): 1) intercultural communicative competence (ICC), 2) language practices, 3) local and global perspectives, and 4) collaboration through information and communication technologies (ICT). This paper examines how professors balanced guidance and autonomy for PSTs as teams (each team with PSTs from Brazil and U.S.) asynchronously and synchronously engaged in informal communication and projects to study international and regional cultural norms for SLA. Qualitative analyses of surveys, interactions, and projects informed patterns of PST autonomy and situations that required more professor support and guidance. Most PSTs engaged consistently, thoroughly, and needed almost no support with tasks, such as their introductions and responses to questions about readings. Some PSTs needed more guidance from professors, such as one-one scaffolding (in-person or Zoom) or text message reminders, than others for arranging open-ended tasks among teams of PSTs and setting up relevant ICT, such as WhatsApp groups to facilitate desired communications. Results were utilized to determine modifications for future VE.

This practice report explores the integration of Design Thinking (DT) into virtual exchange (VE) projects to enhance students’ engagement with Sustainable Development Goals (SDGs). Despite increasing interest in VE and SDGs, there is a lack of research on effective DT practices in VE contexts. This paper fills this gap by identifying best practices: integrating intercultural dialogue principles, fostering multicultural collaboration, and assigning coaches to student teams. These strategies were implemented in a VE involving three institutions across the Middle East, North Africa, and the U.S. Results from both a quantitative survey and qualitative reflections indicate that the combination of DT, intercultural dialogue, and effective coaching not only facilitated students’ understanding and engagement with global issues related to SDGs but also enhanced their professional skills such as creativity, collaboration, and critical thinking. This paper contributes best practices for educators aiming to leverage DT for SDGs in VE settings.

This paper is grounded in the right to education, guaranteed to every child, whether stateless or undocumented. Being stateless means that the child is not considered to be a national by any State under the operation of its law and when a child is undocumented it means that they have no government-issued proof of identity. The Constitution of the Republic of South Africa, 1996 provides the right to education for all children, regardless of their nationality. However, whether stateless or undocumented, they encounter impediments when they attempt to exercise their right to education. The study questions whether the South African Government is complying with its constitutional and international legal obligations to provide the right to education to all children. The paper contends that it is not sufficient to state that every child has the right to education, and that there is a need to formulate guidelines and procedures to be followed in cases where children are undocumented or stateless. In addition, the paper analyses the relevant education laws and policies together with the immigration laws and the effects they have on one another. It further addresses how the provisions of immigration law related to education impede undocumented and stateless children from accessing the right to education. Accordingly, the study identifies the gaps in the laws regulating the right to education and their implications when stateless and undocumented children seek to exercise the right to education. This paper recommends that the South African Government adapts its education laws and procedures in ways that consider the circumstances of stateless and undocumented children.

Collaboration between technical and professional (TP) writers in English as a second language is important for successful communication. This is evident in legal documents in both English and Spanish, where accuracy and clarity are paramount. However, achieving this is challenging because law students often lack effective writing tools, and translation students may lack the required encyclopedic knowledge. The present paper describes a co-designed exchange project between U.S. students in business and law and students of legal translation at a university in Spain. This paper aims to determine potential improvements in students’ encyclopedic and conceptual knowledge of this specialized language and their translation performance after the collaboration intervention. To evaluate these aspects, three textual items were targeted: terminological, nominal and, what we call, substitutional density. Our results indicate that peer collaboration helped Spanish students acquire encyclopedic knowledge in the field and avoid repetitive terms in their translations, leading to greater textual cohesion through the use of general language, synonyms and hypernyms. Other aspects of this peer collaboration as well as follow-up approaches to consolidate the observed effects are needed.

The paper aims to provide an image of the future of teaching and learning in the context of artificial intelligence transforming various industries, including sports, education, and construction. Its place in education is a frequently discussed topic. While some argue that artificial intelligence will revolutionize education, others worry that it will take over to the harm of educators and students. Though robotics in the classroom is still a ways off, artificial intelligence is finding its way into the classroom. AI has the power to improve teaching and learning methods, solve some of the largest issues facing education today, and hasten the achievement of inclusive and equitable quality education. In addition to delivering artificial intelligence courses, EdTech businesses are increasingly using eLearning solutions to personalize learning experiences, pinpoint knowledge gaps, and give focused feedback. Also, AI-driven education is upending conventional teaching methods and influencing how this field will use technology in the future. With the use of complex algorithms and massive data sets, artificial intelligence solutions for education may provide a lot of advantages, yet as with the use of artificial intelligence in any context, there are significant ethical considerations which are a hot topic of discussion in the technology world and beyond, and the majority of university degree programs are including courses on AI ethics in their curricula. Therefore, the paper presents the benefits of AI in the classroom, such as engagement and assistance for students, assessment and evaluation, and individualized learning but also about the difficulties and worries associated with AI in education, including prejudice and privacy issues, as well as the moral issues raised by AI-powered learning. It also discusses the possible effects on the educational system and how students are trained for the workforce of the future as potential applications of AI in education are explored.

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Religion in Education / Religionspädagogische Beiträge is the property of Arbeitsgemeinschaft Katholische Religionspadagogik & Katechetik (AKRK) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers' digital competence has been emphasised for improving quality education at all levels worldwide. In Zanzibar, the educational policy adopted digital lesson content (DLC) for teaching and learning in ordinary secondary schools. The study investigated the teachers' digital competence and factors that affect their use of DLCs for teaching and learning. One fifty-four (154) secondary school teachers from Wete district were given 5-point Likert Scale questionnaires. Inferential and descriptive statistics were used to analyse the collected data with the help of SPSS version 25. The study found that the teachers' digital competence is high for using it in teaching and learning. Also, it was observed that the digital competence of the teachers was significantly associated with their attitude and in-service training. The paper concludes that using DLCs in third-world countries takes work. However, it is possible if the government and private sectors, such as NGOs, invest seriously in secondary school levels. Also, it recommends that responsible leaders distribute digital devices and plan regular in-service training for teachers on integrating DLCs at secondary schools to cope with the global vision of 2025. Last, the paper recommends further study considering a large sample size of secondary schools in Zanzibar through random sampling techniques.

This paper examines the use of e-simulators as an effective tool for developing study skills in young learners in primary school. The advantages of e-simulators are discussed, including providing variable and unique tasks, immediate assessment, adjustable difficulty, and elements of competition and gaming. The paper outlines fundamental principles for designing effective educational e-simulators, such as generating interest, providing visual appeal and positive emotional background, encouraging critical thinking, allowing learner control, utilising personal devices, providing assistance and verifying results. Examples of e-simulators created by teachers-in-training using standard software tools like Microsoft Office and specialised design environments are provided. The capabilities of well-designed e-simulators can help ensure successful knowledge and skill acquisition by primary school students. Teachers can use the design principles and tools discussed to create customised e-simulators tailored to the needs of their students and lessons.

RESEARCH OBJECTIVE: The article discusses the interplay between language, cognition and culture from a cognitive diachronic perspective, focusing on the relation between religion and metaphorical thought. It investigates the role of the conceptual metaphor UNDERSTANDING IS LIGHT in religious discourse, using the example of The Revelations of Divine Love, written by Julian of Norwich, a late medieval anchoress. THE RESEARCH PROBLEM AND METODS: The paper draws on the Extended Conceptual Metaphor approach, Zoltán Kövecses’s elaboration of the Conceptual Metaphor Theory (CMT). The universalist bias of CMT means that the theory tends to ignore the sociocultural context of historical data, prioritising the influence of universal human embodiment on metaphorical thought. Using Kövecses’s approach, the paper shows how the gap in CMT methodology may be bridged to yield more reliable results. THE PROCESS OF ARGUMENTATION: The present study connects Kövecses’s approach to Cognitive Linguistic research into sociocultural situatedness. To exemplify the problem, the analysis examines the cognitive‑cultural underpinnings of Julian’s use of the metaphor UNDERSTAND‑ ING IS LIGHT. RESEARCH RESULTS: The analysis shows that the metaphorical conceptualisation pattern may well derive from Julian’s sociocultural situatedness. The paper indicates that the anchoress’s metaphorical thought should be seen as embedded in the late medieval sociocultural context, rather than being considered solely in terms of universal aspects of embodiment. CONCLUSIONS, RECOMMENDATIONS AND THE APPLICATIVE VALUE OF RESEARCH: The study concludes that the idea of sociocultural situatedness may be pivotal in the analyses of historical texts. It seems important to incorporate this idea into Kövecses’s approach, which may inform the methodology of cognitive diachronic research into metaphorical conceptualisations. Furthermore, the results may be applied to teaching students how to approach historical texts, helping them gain a better understanding of the relation between metaphorical thought and culture.

The present paper focuses on the undergraduate preparation of future teachers in the context of reading literacy. The paper consists of a theoretical part and an empirical part. The theoretical part describes and defines the basic concepts closely related to the topic, including undergraduate preparation of future teachers, reading literacy, etc. The empirical part describes an analysis of the current study programs at the Faculty of Education, Palacký University Olomouc, Czech Republic. The objective of the present paper was to analyse the study programs and perform a comparison with expiring study programs aimed at reading literacy. The authors performed a qualitative research study to answer whether undergraduate preparation of future teachers at Palacký University Olomouc in the context of reading literacy is sufficient and if study plans of educational programs reflect the requirements of pedagogical practice. The research was performed using document analysis. Secondary document analysis refers to data already collected (Donnellan, Lucas, 2013). According to Hendl (2005), the purpose of qualitative analysis is non-numerical data organisation in order to reveal topics, regularity, relationships, and quality. In this context, the term non-numeric applies not only to the data but also to data handling. According to the preliminary research, a relatively large proportion of future teachers lack practical teacher training aimed at subject-specific didactics, which is also based on reading literacy. Due to the ongoing pandemic in COVID-19, it was necessary to respond to the methods and forms of work to develop reading literacy through distance learning. The authors of the present paper believed it was essential to analyse the study programs in the context of reading literacy and answer the question of whether undergraduate preparation of future teachers is sufficient and if study plans of educational programs reflect the requirements of pedagogical practice in terms of reading literacy, using the content mentioned above analysis of documents. It followed from the results of the research investigation that the study plans of the educational programmes reflect the requirements of educational practice. Even though we have described the facts in the contribution, we believe that the reading literacy development issue is paid sufficient attention to based on the analysis of study plans in teaching for the 1st stage of primary school. Although the term “reading literacy” is mentioned in the curricular documents FEP PE only marginally, in the study plans for future primary school teachers, the term “reading literacy” appears in several disciplines. It is undoubtedly debatable to what extent the above disciplines will respond to reading literacy development in students. Judging by the content of the plans, their purpose is to provide future teachers with the competencies that support the development of reading literacy in primary school children following pre-literacy in pre-primary education. The disciplines are purely of a didactic focus because they appear in the third grade of study and higher grades after the students have completed relevant theoretical preparation.

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper focuses on the development of the concept of education for sustainable development in the regions where the research is conducted; with the presentation of respondents' opinions for all three observed areas. The author's contribution to this work is reflected in pointing out the basic factors and essential problems that arise when reforming the educational system in order to apply the concept of education for sustainable development. The paper offers solutions to these problems, providing established guidelines on how to reform the education system. In this case, it is about the perception of students of three regional centers - Niš and Kosovska Mitrovica in Serbia, and East Sarajevo - Pala in Bosnia and Herzegovina. The results of our research show that a very small number of students are familiar with the emergence of the idea of OR, which confirms the fact that awareness and especially knowledge of citizens about OR, both at the level of the EU and especially at the level of Serbia, is far from desirable and necessary. The results of the research can be useful for decision makers who participate in the creation of the educational system; and they would be particularly significant for the reform of the education system in Serbia, where education for sustainable development is still viewed as a theoretical rather than a practical issue.

This paper presents a research focused on dance contents, specific dance programs and preschool children motor fitness. The main goal of this paper was to collect and analyze studies that as an experimental treatment had the contents of dance activities and their impact on the preschool children motor fitness. The necessary literature and papers were collected through the following databases: Google Scholar, PubMed, SCI index and the available professional literature at the Faculty of Sport and Physical Education in Niš, as well as other available literature. The following keywords were used: influence, effects, preschool age, preschoolers, exercise, dance, dance activities, motor skills, motor skills and their adequate translation into English. Twelve papers that met the set criteria were selected for the final analysis. The following conclusion was drawn: there is a positive impact of dance contents on the preschool children motor fitness, therefore, they can be recommended for use as the adequate contents of the PE curricula in preschool institutions.

The paper aims to explore mental calculation strategies and the frequency of their application in tasks. In the paper, we categorized mental calculation strategies related to four basic mathematical operations, looked at several different strategies used by students in a test containing mental calculation tasks, and presented an overview of the interview results. We also analyzed age-related differences in the number of strategies applied by participants. It was found that Mathematics in school does not always contribute to the development of and flexibility in the use of mental calculation strategies. One apparent reason is student preference for previously acquired written algorithms.

Within online learning environments research, this paper identifies four remote-learning models that have characterised the use of the OpenMWS platform within the processes of selection, transcription, annotation and concordance-like searches characterising video corpus construction and analysis. They relate to student tasks such as the creation of video corpora ex novo when completing dissertations, traineeships, group project work and with remodelling existing video corpora to meet the needs of new audiences such as primary and secondary schoolchildren. The paper makes reference to how analytics records student interactions with the platform, an approach inviting students to reflect on their own learning trajectories.

Through first-hand experiences undertaken with students using the OpenMWS platform (Taibi 2020), the paper reports on the progress made by second-year language degree students in English linguistics at the University of Messina as regards their use of online corpus construction, annotation and search tools when exploring video genres. The paper describes the ways in which participation in the Messina OVP (Online Video Project) on schools in the British Isles during and after the Covid crisis has proved beneficial for the students in question, both in terms of acquiring textual competences and as regards creating new interactive communities (Vasta and Baldry 2020; Baldry et al 2022).

The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.

The presented synoptic study focuses on the question of the educational migration of children and adolescents in the early modern Czech state. Based on analysis of a variety of sources together with the results of previous research, the study looks at the gender, age, nationality, and social composition of these individuals as well as a number of other aspects of this topic, such as what institutions and regions children and adolescents set out for in order to seek education, what type of education they might have received, how such journeys were organized and paid for and how these nonadults viewed them, etc. Set within the broader context of the cultural, religious, and educational history of the early modern period, the study examines not only peregrination to attain university education but also the journeys undertaken in search of preuniversity education. Furthermore, the paper attempts to trace key developmental trends and, in closing, suggests areas for continued research on this topic. [ABSTRACT FROM AUTHOR]

The paper is devoted to using innovative technologies in the professional training of future ship engineers. It highlights the need for tutors to make lessons interesting and exciting and to create a situation where every cadet can be active. The research emphasises that the main target of maritime education today is not just to accumulate knowledge and skills but to prepare cadets as independent subjects of educational activity who can learn and upgrade their knowledge. The article describes the benefits of digital technologies for online maritime education and training, including various videoconference services. It also discusses the psychological theory of learning based on the psychology of human relationships, which is crucial to interactive learning technologies. The paper concludes by describing various technologies for information visualisation, such as cloud technologies and gamification, and recommends tools like Mentimeter, Aha Slides, and Poll Everywhere for collaborative work and knowledge exchange. The research also suggests that using whiteboard resources during Maritime English lessons can serve cadets as a visual platform for displaying essential Maritime English vocabulary, supporting interactive discussions, conducting simulated exercises and role-playing scenarios.

RESEARCH OBJECTIVE: The research investigates how young boys progress in life after the loss of their fathers. It explores the adjustments they make, the coping mechanisms they develop to navigate life, and the male roles they assume in the family. Additionally, it examines how family can aid and support their coping and adjustment process. THE RESEARCH PROBLEM AND METHODS: This study utilises a case study methodology focused on gaining an understanding of the lives of two adolescent boys who experienced the death of their fathers in the early formative years of their lives. THE PROCESS OF ARGUMENTATION: The paper focuses on five themes- family dynamics, life transitions with and without their fathers, post-loss reassignment of family roles, present circumstances, and future goals. RESEARCH RESULTS: A qualitative analysis of the data revealed that participants’ belief systems, family support, and striving toward future goals helped them to be resilient in this event. CONCLUSIONS RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: While most research typically emphasises the negative impacts of death on people, this study demonstrates how individuals’ can be resilient, dependent on both person-related factors and environmental factors. To help adolescents who are grieving become resilient, the paper offers intervention and coping strategies through counselling, the availability of support networks, and combined efforts by the state and educational institutions.

RESEARCH OBJECTIVE: Governments across the world were forced to impose social distancing and lockdown measures to prevent the spread of COVID-19, caused by coronavirus SARS-CoV-2 that emerged in December 2019. Following the declaration of COVID-19 as a pandemic, the disruptions, including restrictive measures such as school closures had severe impacts on the physical, emotional and mental health of all people, especially children with special needs. There was also scant data, particularly in low-to-middle-income countries. Existing literature stems mostly from western countries, thus the need to perform a comprehensive review on this topic. THE RESEARCH PROBLEM AND METHODS: The primary objective of the systematic review is to understand the impact of COVID-19 and restrictive measures such as school closures on the educational outcomes and physical and mental health of school-going children with special needs. THE PROCESS OF ARGUMENTATION: This systematic review used the PRISMA 2020 checklist where four databases and grey literature were searched for full text articles, peer reviewed publications in the English language that were published during January 2019–December 2021. RESEARCH RESULTS: The literature search identified 1294 publications, of which 25 key papers were selected. These studies investigate the impact on children with special needs across the globe, with a majority of papers from Europe. We found that COVID-19 and the digitalization of schooling had severe impacts on the physical and mental health of children with special needs and their parents/caregivers. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: These studies highlight the need for an inclusive school environment to ensure that the learning outcomes for children everywhere are achieved. Further, a hybrid model that includes classroom learning with novel inventive methods would be beneficial for children with special needs.