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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]

This paper explores the affordances of mobile learning in developing frameworks for discourse analysis. Specifically, this paper examines the commognitive analysis of classroom discourses in virtual learning environments (VLEs) and how it resolves the challenges of discourse analysis in face-to-face (F2F) settings. With the ongoing social turn of mathematics education research comes the widespread adoption of discourse analysis in educational research. The shift towards virtual learning technologies necessitated by the recent COVID-19 crisis has led to the development of various tools and processes that enable the teaching-learning process to occur in the virtual environment. While the initial drive to adapt these tools has since subsided, the advantages of utilizing them remain apparent. As the teaching-learning process moves into virtual environments, so should research methodologies. As part of a broader study that attempts to develop a framework for characterizing commognitive conflicts and the corresponding teacher actions, this paper presents insights from the initial phases in the framework development process where a virtual learning environment was used to examine the integrity of the discourse analytic framework. This paper will discuss how the framework development benefited from using a virtual learning environment--how it mitigated the challenges of discursive approaches and the unique insights it offers for refining the framework compared to applying the framework directly in face-to-face classroom settings. Results from this work suggest that essential components of the mobile learning experience, such as VLEs, are advantageous to the development of discursive research approaches, such as in the case of developing a framework for identifying commognitive conflicts. [For the full proceedings, see ED659933.]

This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. 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 education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. 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 education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This paper explores the current provisiom and roles of school counsellors in England's schools. Government interventions are discussed and the ongoing problems with the deteriorating mental health of children and adolescents, caused by social pressures, and then the Covid 19 pandemic, addressed. The numbers of counsellors available has risen, but is in no way equal to the provision in other countries and the response of the National Health Service (NHS) is also under severe pressure. Attitudes of parents, teachers and young people to counselling are explored, together with the wide-ranging qualifications and duties required of counsellors in England's schools. The conclusion is that the change of attitude by government towards counselling in schools, is still too little and too late. as many children have no access to in-school help with mental issues, or teachers the support they need to understand the mental health problems affecting children in their classes. [For the complete Volume 22 proceedings, see ED656158.]

Perseverance is critical for students' achievement and may be particularly important after COVID-19. This paper includes analyses of teacher and principal interviews and student educational technology usage data to examine students' perseverance during math problem-solving across three cohorts of students during and after COVID-19. Data were collected as part of a randomized control trial examining the efficacy of an educational technology platform, MathSpring, in supporting students' math achievement. The results indicated that teachers and principals were concerned with their students' perseverance, and students' usage data similarly demonstrated that students may have reduced perseverance when solving math problems after COVID-19. Teachers and students may benefit from using tools that help foster perseverance in math class. MathSpring and other educational technology tools that support perseverance could be useful for encouraging students to put forth effort when solving math problems, which could in turn support students' math learning outcomes.

The aim of this paper is to reflect on what the changing context brought about by the Pandemic mean and can mean for the repositioning and reinvigoration of Comparative and International Education in 2023. The paper commences with the Sustainable Development Goals and the Incheon Declaration, as the vision humanity has set for itself for 2030. The paper then maps out the gap between the reality of education globally in 2015, when the goals were set, and the vision for 2030. The intervention of the COVID-19 Pandemic increased that gap. This paper argues that at the same time the Pandemic brought with it an opportunity to redesign education in the world, benefitting from the opportunities offered by technology. The paper further argues that in effecting such a redesign of education in the world, the scholarly field of Comparative and International Education has a pivotal role to play to -- to connect to the theme of this book and of the conference of which this volume is the proceedings of papers presented -- to use education experiences of the Pandemic and post-Pandemic times, to learn to not only recover education to its pre-Pandemic state, but to ensure the recovery has enough momentum to move beyond the pre-Pandemic level, surging towards the goals set for 2030, i.e. building new better education systems. [For the complete Volume 21 proceedings, see ED629259.]

Whilst the starting point is the impact of the pandemic the overall aim of the paper is to advance the case for the introduction of a transdisciplinary approach to learning. The justification for adopting this radical method is to deliver specific graduate outcomes in line with the 10 job skills for 2025 identified by the World Economic Forum. More specifically to promote creative and critical thinking amongst undergraduates. If the integration of skills is viewed as a key component of higher education the question is how they can be best delivered. A key point is to develop student self awareness of the limitations to their learning to introduce critical reflection. The possibility of students being 'pulled up short' and experiencing self-realisation is examined and how this may contribute to the advancement of their studies and the delivery of specific skills. Finally, the paper considers the idea of transdisciplinary teaching and learning and differentiates transdisciplinary ideas from other forms of crossing disciplinary boundaries. It explores the stated advantages, in terms of skills development, for adopting this type of approach noting the challenges it involves for both educators and students. It concludes that although there exist realistic challenges to transdisciplinary learning it is a strategy that promises significant outcomes. [For the complete Volume 21 proceedings, see ED629259.]

Struggles for educational equity in the United States (US) and South Africa (SA), particularly with regard to race, class, and ethnicity, remain significant and have become even more critical during and following the COVID-19 pandemic and lockdowns. Many scholars have focused on the daily struggles of school-aged children, indicating that millions in each nation are homeless, food insecure, and without health care. Moreover, schools often serve critical social reproduction functions in addition to their primary role of advancing learning by providing feeding schemes, computers and internet connectivity, and, in many cases, essential childcare for workers. Since 2020, the pandemic and lockdowns negatively impacted the education delivery system in both countries by enhancing the socio-economic and digital divides. Both countries struggled to provide equitable access to quality education for all children, regardless of their socio-economic status (SES) or geographic location. Through a comparative lens, we analyze attempts by the US and SA to address racial and economic divides over the past decades, and particularly during the pandemic and its disruptions, to better understand the mechanisms education systems used to address stakeholder inequalities. After a brief overview of the historical paths to greater social and economic equality made by both nations the paper explores the significant roles that race, ethnicity, and SES continue to play in determining access to quality education, especially during times of disruptions such as the recent pandemic. It also asks if the economic divide has become the more powerful and consistent factor determining access to well-resourced schools. The paper concludes by asking if patterns of historical racial and ethnic inequalities are now being replaced by an even greater economic divide that continues to provide patterns of unequitable education for children based on their race, ethnicity, SES, and access to supportive resources. [For the complete Volume 21 proceedings, see ED629259.]

This paper focuses on the experience, reflections, and best practices related to training adult education researchers in an adult learning and leadership doctoral program at a Research I institution in the United States. We discuss embedding technology into the curriculum, fostering connections, and supporting the development of self-directedness as key elements of an effective online doctoral program. The paper offers suggestions applicable to other online, research-intensive programs catering to the working learner population. [For the complete Volume 21 proceedings, see ED629259.]

In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This paper explores and reports on teacher attitudes toward online assessment in foreign language teaching and learning in Spain and Finland. During the pandemic, teachers have had to face serious challenges, such as the method to be adopted, task design or handling student feedback, in order to ensure effective student assessment. They have had to find completely new ways to assess their students. A qualitative approach was adopted and data were gathered from a questionnaire shared on Google form, which was completed by 23 teachers from Spain and 11 from Finland. The aim was to examine: (1) the advantages and disadvantages of using online assessment tools to measure students' progress; and (2) the participants' perceptions of their experience of assessing their students online. The findings show that while online assessment tools, especially quiz apps, provide instant feedback and correction for students and teachers, it is difficult to control what tools students might be using to support their learning and/or assessment assignments. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight students' perceptions of this platform to enhance teaching and learning. Twenty-one students of both genders between the ages of 18 and 35 responded to a post questionnaire, after participating in two or more games of Kahoot!. Data was also collected through semi-structured interviews and observations recorded by the instructor. Preliminary findings show that Kahoot! helps most students (95%) to improve their French, in terms of learning and/or reinforcing new vocabulary or previously taught concepts, as well as pronunciation. All the participants highlighted that Kahoot! is fun and interactive, and playing the game serves as a motivation for them to revise their already acquired knowledge. However, the countdown feature can provoke stress and affect the thought process. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study's findings show that COVID-19 related educational changes had multidirectional influences on students' learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL's immediate and prolonged effects. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Project-based learning (PBL) is an instructional approach that provides civics, social studies, and American government students with the opportunity to actively and cooperatively engage with real-world issues and situations. Students typically identify a problem in their community or school, research the problem and policy-based solutions, consult with stakeholders, and develop an action plan. PBL has been lauded as a mechanism for imparting civic knowledge, dispositions, and skills. It can be a gateway to life-long civic engagement as it provides students with an invitation to take part in the life of their community, conveys knowledge of how the system works, instills an authentic desire to work for the good of society, and imparts the skills necessary for participation. Students can develop civic-related social and emotion learning competencies, such as critical thinking and collaborative skills, as well as facility with using STEM skills to address public policy concerns. The positive impact of PBL on civic learning extends to high-need students, including students of color and students from lower income households. At the same time, PBL is not without its critics who challenge its efficacy as a genuinely student-driven approach and argue that PBL requires substantial resources and can be difficult to implement in the classroom. The paper addresses the basic question: Is project-based learning for elementary and secondary school students an effective mechanism for fostering civic engagement? The study focuses on Project Citizen, a widely used curricular program of the Center for Civic Education. It will employ data from a three-year, large-scale national study of Project Citizen conducted by the Civic Education Research Lab (CERL) at Georgetown University from 2020-2023. The project used a randomized control trial (RCT) that compared teachers and students who took part in PC to those in traditional civics and social studies classes. Survey and qualitative data were collected. The findings indicate that students gained civic knowledge, dispositions, and skills from their participation in Project Citizen. The students who received the intervention made greater gains than those in the control group.

In the context of the outbreak of Covid-19, production and sales have been influenced greatly. This paper take Paper Company's as the case study of relationship between business sustainability and competitive advantage in a price sensitive market. Through a cost leadership strategy we can analyze the waste paper A5 requirement for brown paper products amid the increasing in raw material. The result of this analysis will prove whether during the pandemic Covid-19 there has been a change in demand for brown paper and will affect the need for raw material. Therefore, this paper helps clarify the concept that a reasonable competitive strategy has a positive effect on the business sustainability. [ABSTRACT FROM AUTHOR]

This article overviews a new teaching method from COVID-19. It uses multimedia resources and more traditional classroom activities together. The course focuses on the benefits of using online parts of hybrid learning in addition to in-person instruction. The benefits of such learning include more opportunities for contact with classmates, participation in the educational process, greater leeway in time management, and interactive education. The purpose of this paper is to provide an overview of the new pedagogical approach that has emerged in the wake of COVID-19, which has prompted a significant number of educational institutions to adopt a particular model due to the adaptability of its schedule and the way students are instructed, in addition to the increased connection and engagement that it fosters between students and teachers. Students who cannot attend class physically can still study thanks to a new hybrid learning method. In addition, students who cannot participate in a traditional classroom setting due to health reasons may have more significant opportunities to participate in hybrid learning. [For the full proceedings, see ED652228.]

The history of Adult Education (AE) graduate programs spans almost a century, yet many programs have experienced significant challenges in recent years to remain viable. The purpose of this paper is to understand the struggles AE graduate programs encounter in building, maintaining, and growing programs in North America. We conducted two separate research investigations, in 2015 and in 2022/23, to explore these issues. Our findings reveal program challenges to remain viable, as well as strategies faculty and administrators have utilized to strengthen their programs. [For the full proceedings, see ED648717.]

This paper reports on a section of the findings of a study of which the purpose, among others, was to investigate and analyse the application of professional discretion by public school principals. The study adopted a mixed-methods approach from within a pragmatist research paradigm. Data was collected by means of quantitative and qualitative data collection techniques, namely survey questionnaires followed by semi-structured interviews within the Gauteng province. The findings suggest that there are multiple scenarios in which principals are required to apply professional discretion. Factors that influence principals' professional discretion were also identified. [For the complete Volume 21 proceedings, see ED629259.]

The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]

Bearing in mind United Nations' 2030 agenda and achievement of global goals, the conference theme brings attention to exploration of how education adjusted to the unexpected challenges of the global crisis and how lessons learnt can be used to create better education systems. On that note, this perspective piece brings attention to sustainable development and especially sustainable development goal 4 specific to education as well as the VUCA times representative of the fast-page changing world. Description of the above-mentioned notions is connected to the vision of higher education sector as a sustainable service provider. Higher education institutions play an essential role in sustainability since they are not only knowledge producers but most importantly agents nurturing educators, researchers and leaders with potential to contribute to the successful achievement of the United Nations' Sustainable Development Goals. The paper culminates with reflections and considerations about the direction higher education sector should consider to build back better. [For the complete Volume 21 proceedings, see ED629259.]

The paper has focused on important leadership and management strategic roles in employee retention with reference to a London higher education institute. It analyses some of the reasons for high turnover and theories around effective leadership and management roles in retaining hard working employees, with reference to teachers in a higher education institution in inner London cities. When discussing teachers, it includes lecturers that teach in higher education. Retaining hard working teachers has been an issue in HE institutions, particularly, since the Brexit and COVID-19 crisis, therefore, important to explore the issue in the context of the leadership and management strategic roles to reduce high turnover. The mini research uses mixed methods, quantitative and qualitative data collection with thematic analysis of the key findings from literature and comments from teachers on why they will like to stay or leave their jobs for another employer. Having sampled the opinions of small sampled participants and the literature sourced, it is obvious that teacher retention is a big issue in education with some teachers wanting to leave or stay. Those wanting to stay will do so if they are motivated with better pay and compensation and effective leadership and management of education institute and those leaving would live due to poor pay and heavy workload. The most interesting to note is that most of the participants love the job they do as long as their students are achieving their qualifications. [For the complete Volume 21 proceedings, see ED629259.]

This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]

Recognizing the limitations of the existing frameworks and models applied to estimate the learning loss caused by COVID-19 across the world by different studies, and the urgent need for estimating such loss at the different education levels, this paper, employs the Education Value Chain Analysis ( EVCA) approach as a new paradigm, attempts to develop and examine a more comprehensive and practical framework that would assist estimating the learning loss, determine its position(s) in the education system and the root causes behind its occurrence. The proposed framework seems to be superior, compared to the existing ones, in estimating learning loss. That would provide sufficient information to help in introducing effective measures and interventions to deal with such loss. For example, the framework would assist in estimating the loss that occurs within the main components of the education system (i.e., Input, process, and outcome). Besides, it helps estimate the loss of different education levels. In addition, the information provided by the framework would help determine the root causes of the learning loss. Hence. provides a checklist of the policy actions, informs the cost-effectiveness of policy interventions, and captures education system efficiency, effectiveness, and quality. Future studies are needed to validate and examine the applicability and usefulness of the proposed framework. [For the full proceedings, see ED652228.]

This study aimed to investigate how the enforced online language teaching operated in a limited resource context, i.e. Egypt. Based on the Technology Acceptance Model (TAM), a nation-wide survey examined how 258 language teachers perceived the sudden move to remote online teaching and whether such perceptions had an impact on their readiness and intention to use this mode during and after the pandemic. Confirmatory factor analysis was used and revealed that four factors constitute teachers' perceptions. Results showed that participants have positive perceptions of online teaching, which consequently indicate that they were ready to use online language teaching even after switching back to face-to-face. Demographic data had no statistically significant effect on the participants' perceptions of enforced online teaching. Teachers identified training needs that show readiness and intention to engage more with this mode of teaching. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This study reports on the results of students' perceptions of Digital Storytelling (DS) in online classes enhanced with synchronous Zoom meetings. Two main problems were identified with remote English as a Foreign Language (EFL) courses conducted primarily as asynchronous classes in spring 2020. Firstly, seven of the 64 participating students (10.9%) found the DS assignment very difficult. Secondly, there should be more opportunities for students to learn from others. In order to solve these problems, the courses in spring 2021 were enhanced with synchronous (90-minute) Zoom meetings held approximately every two weeks to increase interaction and support in the classes. The analysis of the post-questionnaires showed that there was a slight improvement, with only five out of 77 students (6.5%) reporting that they found the DS assignment very difficult; most students (92.2%) rated the difficulty level of the assignment as appropriate. Regarding learning from others, there were more positive responses from students in 2021.[For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This article's interest is to approach the impact and changes occurred by integrating digital pedagogical practices in the Moroccan higher educational system. The paper emphasizes the use of digital technology in the university curriculum, and how the latter shaped students' behavior as well as learning development. Our research methodology is based on observation sessions in which we measured and accessed students' knowledge acquisition, and how the use this digital learning in their research and study process. We also worked on focus groups with students of French department in the faculty of letters and human sciences of Agadir to measure how the digital learning process could increase student's creativity and critical thinking. This methodology is adopted in order to present an overview or the educational context and the appearing challenges in order to propose innovative work perspectives and to design a model of digital learning strategy enhancing student's analysis and interpretation competencies. The main concern of our paper is how can we integrate an innovative impactful digital strategy in the process of learning and teaching in higher education, knowing that this system remains somehow resilient? [For the full proceedings, see ED630948.]

The outbreak of COVID-19 pandemic affects educational system around the world. Online learning is no longer an option, but a compulsory during this pandemic. This paper is to identify how far synchronous online learning in English as foreign language learning at higher education implemented. This study focuses on the use of Zoom meeting platform as technological devices that supports synchronous online learning as well as identifying the students' perception and challenges faced by both lecturers and students in Indonesia. This study applies systemic literature review (SLR) approach by collecting research articles from Google Scholar indexed database. There are twenty-seven articles published in 2020-2022 that meet the criteria which are reviewed. This paper results the voices from students related to the advantages and disadvantages during using using Zoom Meeting platform in EFL classroom as well as the challenges faced by both lecturers and students. The result of this paper can provide insight toward the use of Zoom Meeting platform as technological devices that can be adopted as synchronous teaching tool during social distancing. However, the Zoom user should consider the availability of stable internet connection and teachers' and students' readiness.

The value of upholding individuals' rights in society especially in this post-COVID-19 era can never be over-emphasized. The economic, political, cultural, and social rights of citizens set the parameters of what is expected by citizens from the government as we exist and socialise in society. It is also what gives the legal backing to citizens and what protects them from undue interferences and pressure from individuals, corporate, and government organizations. In Nigeria, serious social issues infringe on the social rights of citizens. Problems of insecurity, regular kidnapping, unemployment, and low standard of living exist. Many believe these long-lingering social issues, which are rooted in corruption, can be curbed via adult education. This will in turn bring about improved democratic practice by the government so citizens are safe and protected. This paper discusses the concept of adult education and how it can promote social rights in the practice of Nigerian democracy in the post-COVID-19 era. The paper examines related concepts on democracy and social rights and their value to national development. [For full proceedings, see ED628982.]

This paper aims to demonstrate how a South African secondary school responded to the negative impact of COVID-19 and still ensures quality education. This paper's final objective is to link this experience to the theme of this book focusing on the next epoch of education. The paper commences with an orientation and autobiographical reflection on the case study-school (cs-school). The findings revealed how this school adopted and established an online digital education solution to ensure the continuation of effective teaching and learning amid, as well as after the pandemic. However, the findings also indicate challenges that this school experienced. [For the complete Volume 20 proceedings, see ED622631.]

South Africa must embark upon the third epoch of education policy after the failures of the first two epochs: the 1953-1994 ("apartheid") era and the 1994-2021 era (the dawn of democracy and the dismantling of apartheid structures). There were not enough education opportunities to guide all the children of the country to maturity and acceptance of their civilian responsibilities. This paper examines the reasons why the education policies of the first two epochs failed and contributed to a poor, unequal and ineffective school education system. The paper also explores the challenges that the education system needs to confront to create a new education system that will support the attainment of the hitherto unfulfilled expectations and dreams that its citizens carried into the democratic era. The education policy of the third epoch must address critical issues to chart the way to an effective education system. There is a need to reorganize (reset) the education system in the wake of the COVID-19 pandemic. A streamlined curriculum needs to focus on the essential skills and knowledge the country needs. The system can no longer ignore the need for the adequate provision of vocational and technical education to alleviate the sharply rising unemployment rate of young people and support the growth of the economy. Quality education policy must function despite the lack of funds for the provision of appropriate and functional infrastructure and competent human resources. [For the complete Volume 20 proceedings, see ED622631.]

The paper focuses on the influence of technology on communication between teachers and parents through electronic diaries. Theoretically, the paper is based on action-network theory and its understanding that non-human and human actors build a network of relationships. By using a qualitative research approach, including interviews with principals, teachers, and creators of the e-diaries, as well as focus groups with parents and students in several Bulgarian schools, opinions of the different stakeholders are explored in depth. The results show that communication is lacking or is really rare through electronic diaries or it can be one-sided, without the parents' possibility to reply to teachers. It is argued that the level of participation of parents in the educational process is low. Most parents and teachers do not really see the need to be more involved or to communicate through the diaries. If educational reforms and especially measures to increase parents' level of involvement are to be undertaken, they should take into consideration parents' understanding of the educational process and their views on how they could be more actively involved and how they could contribute to the overall change in the educational system and a more effective teaching and learning process. [For the complete Volume 20 proceedings, see ED622631.]

It is of great importance to identify students' negative emotions so as to avoid accidents. However, most of the students with mental problems seldom express their emotions in some ways, which makes it more difficult for the emotion recognition system to obtain the emotional data of these students. To solve the problem of the lack of data acquisition approaches in emotional monitoring of special student groups, this paper proposes a method to obtain students' real emotions based on emotion-induced writing teaching. First, the channel for acquiring emotion data of the special students is established through writing teaching. Second, students are guided to express their emotions through essays by purposeful writing exercises. At last, this paper proposes an emotion calculation method, which comprehensively analyzes a student's real emotion according to the emotions of a group of essays on positive, neutral and negative themes. The experimental results show that the proposed method can obtain students' real emotions effectively and is much better for students with optimistic and pessimistic personalities. [For the full proceedings, see ED639633.]

The paper analyses the grades assigned by the professors of the University of Milan to their students at the end of written exams, comparing what happened in academic year 2018-19 and in academic year 2020-21, i.e., before and during the crisis caused by the COVID-19 pandemic. In March 2020, the lockdown closed the classrooms, stopping face-to-face interactions among professors and students: it became then necessary to identify possible scenarios for carrying on written exams online, suitably monitoring student behaviors, and to propose them to the University professors. Main purpose of the analysis reported in this paper is a preliminary evaluation of the effectiveness of these scenarios, through comparison of the grades the professors assigned to their students. [For the full proceedings, see ED639633.]

The use of technology as a facilitator in learning environments has become increasingly prevalent with the global pandemic caused by COVID-19. As such, computer-supported collaborative learning (CSCL) gains a wider adoption in contrast to traditional learning methods. At the same time, the need for automated tools capable of assessing and stimulating collaboration between participants has become more stringent, as human monitoring of the increasing volume of conversations becomes overwhelming. This paper introduces a method grounded in dialogism for evaluating students' involvement in chat conversations based on semantic chains computed using language models. These semantic chains reflect emergent voices from dialogism that span and interact throughout the conversation. Our integrated method uses contextual information captured by BERT transformer models to identify links in a chain that connects semantically related concepts from a voice uttered by one or more participants. Two types of visualizations were generated to depict the longitudinal propagation and the transversal inter-animation of voices within the conversation. In addition, a list of handcrafted features derived from the constructed chains and computed for each participant is introduced. Several machine learning algorithms were tested using these features to evaluate the extent to which semantic chains are predictive of student involvement in chat conversations. [This paper was published in: "Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, Proceedings of the 6th International Conference on Smart Learning Ecosystems and Regional Development," edited by Ó. Mealha et al., Springer Nature Singapore Pte Ltd., 2022, pp. 67-78.]

With the outbreak of COVID-19, universities worldwide were forced to quickly transition to online emergency teaching in order to secure the well-being of students and teachers. The paper analyses students' attitudes towards the use of the Microsoft Teams platform in the instruction of English for Specific Purposes (ESP) at the Faculty of Technical Sciences Cacak during the winter semester 2020. The study focuses on students' engagement with e-learning, their motivation, and overall satisfaction with ESP instruction during pandemic conditions. The study was conducted with first-year students of engineering (N=79) using an online survey as an exploratory, qualitative research instrument. The findings of the research revealed that students have positive attitudes towards the use of Microsoft Teams in ESP instruction as the e-learning environment. The results suggest that all the available features of the tool are perceived as beneficial and easy to adapt to, with the recorded sessions of online lectures and online testing rated the most useful segments of the online ESP instruction. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This short paper reports on the case of a tertiary level French language practitioner self-training in using Moodle Quiz during the COVID-19 pandemic online emergency remote teaching (Hodges et al., 2020). As no teacher training program included a topic such as 'how to deal with the pandemic', switching to online teaching was done under emergency conditions (MacIntyre, Gregersen, & Mercer, 2020). The practitioner had taken advantage of the situation and explored ways of self-training. She took advantage of Moodle Quiz (MQ) affordances. She experimented with different ways MQ could be used to construct a diverse number of quiz activities, embedded with audio and video, infused with elements of constructivism, and aiming at catering for the aims and expected outcomes of the specific students and course. Self-training helped the practitioner face the challenges of online emergency teaching as she developed knowledge, skills, and experiences necessary for creating online interactive activities. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This paper reports on research that aimed to provide initial insight into how university students in two different countries, Japan and Ukraine, coped with greater use of videoconferencing software and whether this resulted in any issues surrounding their online privacy. To facilitate learning under the COVID-19 pandemic, instructors and learners had to speedily adapt to a 'new normal' of intense videoconferencing online learning. However, did this rapid implementation of online learning negatively impact students' privacy? The findings presented in this reflective paper suggest that despite initial concerns, students who participated in the research exhibited low-level concerns regarding the impact of videoconferencing software on their online privacy. Although, students' privacy concerns did grow when presented with long-term or permanent use of online learning as an integral part of a language learning structure. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This study aims to investigate the satisfaction level of students regarding the education of Turkish as a foreign language (TFL) during the pandemic caused by COVID-19. This study, which was carried out to shed light on the effect of distance education practices on teaching Turkish as a foreign language, is essential in providing students with the opportunity to evaluate the process and raising awareness in the organization of education programs. The participants were 50 international university students who enrolled in the Turkish preparatory classes of Bursa Uludag University in the Turkish Teaching Application and Research Center (ULUTÖMER) during the academic years 2019-2020 and 2020-2021. The study applied quantitative research descriptive, relational, and causal comparison methods. The data within the research scope were obtained using an attitude scale developed by the researcher through a questionnaire applied to 50 volunteer students online via Google Docs Form. The survey data was analyzed using SPSS 26.0.0.0, and statistical methods such as Mann-Whitney 2, Independent Sample Test, Kruskal Wallis K, Independent Sample Test, and Spearman Correlation Analysis were used to calculate the statistical findings. The statistical analysis of the questionnaire data showed that most participants who filled in the questionnaire stated that they were satisfied with the quality of online learning. In addition, students also indicated that they were more confident with online teaching than face-to-face teaching. On the other hand, the statistical analysis further revealed no significant relationship between students' satisfaction levels learning Turkish and socio-demographic variables such as age and gender. Finally, no meaningful relationship was found between the comparative satisfaction levels of Turkish students and socio-demographic variables.

The coronavirus disease 2019 (COVID-19) pandemic has led to a number of problems of which the implications for the future are not minor. The main consequence of the COVID-19 breakout was that almost 100% of the Spanish population had to be confined from March to June. Despite the progressive normalisation of learning, the effects of the pandemic are expected to last for many years. This paper suggests the implications of those side effects that will require not few efforts to become overcome through a descriptive methodology. These effects are not only educational but may also have, according to several studies hereby addressed, an economic effect on the youth. The paper concludes that remedial measures should include additional teaching staff to increase the number of teaching hours in the academic year 2021-2022. [This paper was published in: "New Trends and Issues Proceedings on Humanities and Social Sciences." Volume 8, Issue 3, pp 30-36, 2021.]

This paper highlights findings from two aspects of a case study on the partnership between one mid-size California public school district and a private university sponsored literacy project to cultivate teacher efficacy and reignite early student literacy during and after COVID-19 contexts. Grounded in teacher efficacy in literacy instruction and transformational coaching for equity, a longitudinal pre-mid-post cohort mixed methods self-report survey and an intervention-inactive control single-phase mixed-methods survey were used to understand how supporting teacher-leader coaches could benefit teacher efficacy in foundational reading instruction as well as impact transformational coaching overtime for increased student foundational reading success for school improvement.

With an urgent change of the learning approach from face-to-face to online learning in academic institutions due to the COVID 19, this medium's effectiveness is arguable, particularly in the case of practicalbased courses. This paper discusses our experience in handling photography course during this pandemic time using an online simulator and proposes an interactive VR-based camera simulator to learn photography course using online platform. Photography has been selected as the main course based on the actual learning experience at the Applied Media Department, Higher Colleges of Technology (HCT), Men's Campus Abu Dhabi, UAE. We explore 10 online digital camera simulators and present an analysis of these applications' features, usability, and interactivity. Then, one chosen simulator is implemented to teach a 15 weeks photography course through a digital platform, and the feedbacks from students were collected and discussed. It is found that using a DSLR simulator allows students to explore and understand the concept of using a camera and photography. This paper presents the proof of concept for a DSLR simulator based on immersive environment and virtual reality, which is enhanced with interactive features that mimic the actual DSLR camera. Our proposal includes suggestions of missing features for the current simulators to overcome the course's physical and practical issues. [For the full proceedings, see ED623569.]

The outbreak of the Corona-virus created a global health crisis which has affected educational systems globally, resulting in near-total closures of schools with far reaching economic and social consequences. Countries adopted different strategies to ensure learning was sustained using digital technologies. However, the majority of children in Nigeria were not able to benefit from this intervention due to some barriers. Primary barriers included poor knowledge of technology, infrastructural deficiencies, epileptic power supply, and funding amongst others. Teachers Registration Council of Nigeria (TRCN) is the Teachers Regulatory Agency and Centre for policy issue regarding teachers. TRCN, reached out to its critical stakeholders including the World Bank, United States Agency for International Development (USAID), United Nations Educational, Scientific and Cultural Organisation (UNESCO), Foreign Cooperation Development Organisation (FCDO), and the British Council. The focus was how to respond to the disruption caused by COVID-19 to education, through collaboration to help adopt evidence-based strategies and measures. This paper focuses on partnership between international agencies and the TRCN in Nigeria through the "Technology Enabled Learning Futures" framework. It explores focus-creating innovations to reposition teachers for effective, efficient, and transformative teaching. The paper uses secondary data to discuss the various interventions from International Development partners. It further discusses the impact of all the interventions on teaching and learning in Nigeria and its implications for international partnerships in teacher education. [For the full proceedings, see ED625421.]

This paper describes how an Immersive Virtual Reality (VR) Classroom in a secondary school in Singapore is used to enhance learning through visualization and deepen understanding of science and increase interest and enjoyment in science. The VR Classroom is a futuristic classroom that taps the affordances of VR and AR to enhance HCI (Human-Computer Interactions) through visualization and interactivity, as well as increase engagement and enjoyment in the school curriculum. About the size of a regular classroom, this VR Classroom has three units of Oculus Rifts coupled adorned with life-size wall Augmented Reality posters of the Coronavirus and cells. Drawing from the author's experience in implementing VR lessons as a part of everyday classroom practice, this paper aims to provide practical ideas for educators to leverage on the affordances of virtual reality technologies to plan and design VR lessons. The author will also share sample lesson ideas on how educators can use VR 360 degrees videos to reach out to their students during this COVID-19 pandemic to complement the inquiry learning experience. The immersive and interactive nature of VR makes it an ideal tool for differentiated instruction to cater to diverse learners and learning needs especially during this pandemic. Data from findings using grounded theory and quantitative studies on affective outcomes show that there is significant increase in students' enjoyment in learning science when immersive VR is used and that the use of immersive VR increases students' self-efficacy. These findings have implications on the pedagogical design of lessons that use immersive VR. [For the full proceedings, see ED622227.]