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Germany, Jordan, and Lebanon's social, political, and socio-economic structures are influenced by a long history of them receiving refugees and migrants. This was a starting point for the University of Applied Sciences Würzburg (Germany), the German Jordanian University, Yarmouk University (Jordan), and the Lebanese University to engage in an intercultural and professional exchange project on social work in the field of (forced) migration. The Sustainable Development Goals (SDGs) served as a conceptual framework to examine the lives of refugees, community development and social cohesion in receiving societies, and the role of social work in this context. The project concept focused on engaging in cultural dialogue, linking theory to practice, and fostering academic exchange through research projects. The paper provides practical insights into and reflections on the international dialogue project that proved to be an insightful learning experience for students and staff even in exceptional times of crises, exploring the relevance of SDGs for a profiled social work profession and scientific discipline. [ABSTRACT FROM AUTHOR]

This paper examines social work field education at two Georgian Universities in the context of the United Nations Sustainable Development Goals (SDGs). After adopting the SDGs in 2015, Georgia integrated them into its national development plans. The Government declared SDGs as national priorities. In collaboration with the relevant agencies, Civil Society Organizations are progressing toward the achievement of the SDGs. There is a direct connection between SDGs localization in the teaching and learning space. The role of social work programs needs to be highlighted in terms of maximizing their impact on the SDGs. In this article, social work field work teaching methodology is described ensuring SDG-focused processes within and outside the classroom. Case studies revealed students' active engagement in accomplishing social projects leading toward the SDGs. They serve as an effective tool for enhancing social responsibility toward accomplishing their professional role within the wider social development context, promotion of social solidarity principles among people aligning with the first pillar of the Global Agenda for Social Work and Social Development Framework for 2020–22. [ABSTRACT FROM AUTHOR]

Progressivist approaches to teaching and learning are rare in the Italian school system. Equality of inputs, whole class teaching and curriculum transmission are preferred. However, the case of a vocational education and training (VET) programme, run by a private State-recognised school, shows a way forward to introduce personalised approaches in school systems characterised by formalist pedagogies. Constructivist teaching and personalised education are not, as a rule, promoted by teachers at the classroom level, due to a complexity of structural and organisational reasons that this paper will present. The difficult task of supporting fragile pupils who have experienced failure within the State school system is addressed by tutors-educators operating at the school and individual levels. We show how tutors' relational professionalism and their role of care are valuable instructional and educational resources. The data reported are based on direct observations, semi-structured interviews, and follow-up focus groups with key actors in the field. This theory-testing case study shows how a formalist culture has evolved into a student-centred organisational model. The 'affective' aspect of justice in schools represents a way forward to facilitate radical innovation in formalist cultures, in order to adapt teaching and learning to all students. [ABSTRACT FROM AUTHOR]

Schools have long been identified as important sites in terms of instilling values within the next generation. In order to develop our understanding of values, this paper sets out to explore how values are understood in Irish educational legislation, policies and curriculum. Irish Legislation, policies and curricula were searched systematically. Following the application of inclusion criteria, 188 documents were included in the sample, policies (n = 49), legislation (n = 39) and curriculum specifications (n = 100). Across these documents, 'values' tend to be understood in four main ways: 1) establishing the role of the school in developing students' values, 2) supporting the development of particular values, 3) respecting a diverse range of values, and 4) respecting and protecting schools' values. Some considerations are presented in terms of supporting schools to navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for implementation of values in education. [ABSTRACT FROM AUTHOR]

In this paper, I discuss and critically assess how the relationship between philosophy of science and qualitative methods is presented and discussed in research on qualitative research methods education (QRME) and qualitative methods textbooks. I argue that both typically convey the idea that philosophy of science guides or influences the use and choice of qualitative methods but are often unclear about how this influence works. I propose two conceptualizations of the relationship between philosophy of science and qualitative methods: philosophical assumptions can either explicate or explain qualitative methods. I argue that both approaches have pedagogical rewards, but that whereas the explanation approach is explicitly or implicitly used in many examples of research on QRME and textbooks, the explication approach has not had wide application. I conclude by arguing that the lack of clarity and the absence of discussion about explication are potential problems for qualitative research methods education. [ABSTRACT FROM AUTHOR]

This paper examines disciplinary differences in the combinations of approaches to learning (i.e., learning profiles) among students, and how those combinations are related to academic achievement. In addition, the study focuses on how different learning profiles are related to students' self-efficacy beliefs in different disciplines. Data consist of HowULearn survey responses from 4,294 full-time students from six different disciplines. We used a person-oriented approach; that is, the latent profile analysis (LPA) with various functions. The results showed that it is possible to detect different learning profiles of students in different disciplines. The study highlights that students who struggle in almost every discipline have a dissonant learning profile or the deep unorganised profile. Therefore, special attention should be paid to identifying the students with dissonant learning profiles and to support them in recognising their own learning processes. Moreover, students' time and effort management skills should be fostered during university studies. [ABSTRACT FROM AUTHOR]

Due to the fixed school start in Norway in August of the calendar year of students' sixth birthday, the age span in one class is up to twelve months. This can impact academic performance both in the early years and later. In this paper, we investigate the relationship between birth month and mathematics performance by paying attention to the content and cognitive domains addressed in the Trends in International Mathematics and Science Study (TIMSS) 2015. In Norway, the TIMSS 2015 included four cohorts, enabling a comparison between grades. We find significant correlations between birth month and mathematics performance overall as well as in all content and cognitive domains for grades 4, 5 and 8. Furthermore, the gap in mathematics results between the youngest and the oldest in a cohort is less in grade 9 than in grade 4. We suggest that these findings have implications for mathematics teachers' practice. [ABSTRACT FROM AUTHOR]

Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study. [ABSTRACT FROM AUTHOR]

While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the 'students as partners' context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed 'unfitting' to the 'ideal' mentor standards in research and practices. These three cases presented how mentors' mentoring practices were influenced by their dispositions, and identified a growth pattern in holistic competencies which could in return benefit these student mentors' future development. A conceptual model has been designed to capture the potential relationship between mentoring, mentor dispositions and holistic competency development. Both theoretical and practical implications have been made to increase inclusive participation and to provide equitable learning opportunities for more students in higher education. [ABSTRACT FROM AUTHOR]

Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students' feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self-assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy. [ABSTRACT FROM AUTHOR]

Assessment of class participation (ACP) has been widely adopted in higher education because, presumably, it motivates students and facilitates active learning. Despite its popularity, evidence regarding how teachers perceive and implement ACP has remained largely anecdotal. This study explored teachers' perceptions and practices of ACP based on a survey administered to 1036 university English teachers and a case study of three participants in China. Findings reveal that the teachers perceived ACP as necessary for engaging students in language learning, but had some confusion over its reliable and transparent implementation. Their challenges in ACP practice include biased and unethical grading, absence of guidelines, and difficulty with consistent tracking and recording of class performance. Discussions revolve around ACP legitimacy and transparency, cognitive considerations of constructs in assessment criteria, and ethical dilemmas posed by power relations in the workplace. This paper concludes with implications for policy, practice, and professional development of effective ACP. [ABSTRACT FROM AUTHOR]

Testing explanations of 'neoliberalism in education', this article explores whether neoliberal policy facilitates curricula that include moral development for the 'common good', or whether unintended consequences actually eviscerate the very nature of moral education. England's contribution to curriculum design in the United Arab Emirates (UAE) has set planning within broadly accepted 'market' philosophies drawn from the 'reforms' of the 1980s. Reactionary implementation of moral education as an additional separate, statutory and tested subject into an already crowded curriculum in the UAE raises questions over authenticity, relevance and quality. The global economic and diplomatic influence of the UAE is high and rising, with similar trends for other economies in the region. However, as elsewhere, issues about inclusivity, equality, diversity, identity and wellbeing are pressing curricula content, particularly around values in personal, social, moral, environmental and economic responsibility, and 'the historical record'. Building upon lessons in the authoritative account, Development of moral education in the UAE: lessons to be learned (Pring, R. 2018. "Development of Moral Education in the UAE: Lessons to Be Learned." Oxford Review of Education. doi:10.1080/03054985.2018.1502169), the paper seeks reconciliation away from ranked performance measures and compartmentalised subject additions and towards greater cross-curricula integration, critical thinking and moral action. [ABSTRACT FROM AUTHOR]

This paper looks in more depth at an analysis of MOOC students' social entrepreneurial intentions, their profiles and motivations, especially as regards the tensions between internal and external motivations and the influence of the environment on the decision to set up a social enterprise. It also offers insights into online education for social entrepreneurs, as we believe that a better understanding of such training and its participants may help to stimulate social entrepreneurship from the educational sphere. Using a large sample obtained from a survey of 1457 respondents, our study offers a new perspective on distance learning social entrepreneurship students' socio-demographic characteristics and the importance of both their desire for self-fulfilment and the influence of their environment. [ABSTRACT FROM AUTHOR]

This paper aims to provide an historical perspective on the development of higher education's 'third mission' of social engagement. I explore how practices and structures of 'social engagement' emerged in the Israeli higher education field in the 1970s and early 1980s. Drawing on archival research in three universities' historical archives, and on the theoretical lens of neo‐institutional theory, I explore the origins and emergence of social engagement as a proto‐institution, that is, an institution in the making. My analysis suggests that the current dominant model of engagement in the Israeli field, based on one‐on‐one tutoring for scholarships, has come to marginalize other initiatives that were based on principles of social action. I show how the emergence of a new proto‐institution in an established field is shaped by processes of institutional work, through which actors create, maintain and disrupt institutions. [ABSTRACT FROM AUTHOR]

This paper explores how women academics in Chinese higher education have been understood as a topic of research by conducting a comprehensive review of publications on the theme in Chinese national academic journals, that is, national journals written in Chinese. The study identifies publication trends and key research issues concerning academic women in China, adopting a knowledge mapping perspective that unveils research and methodological choices, including data collection methods used in Chinese national journals since the mid‐1980s, when the first publication on women academics was identified. The study finds that despite the rapid expansion of the population of women academics in the Chinese higher education system, this topic has been intermittently researched: interest in it peaked in the early 2010s but has declined since then. Past interest in the topic would be largely activated by governmental policy considerations and changes, but would become relatively dormant during periods of lower policy activity. The research has been mainly focused on policy and practice, and has lacked long‐term perspectives; it has not always acknowledged societal and structural challenges that academic women face, and has not engaged in theory building. The latter is probably because much of the knowledge production has been based on personal opinions and views, and has suffered from a lack of critical thinking, a reliance on largely unsophisticated methods, and findings that are not generalisable. [ABSTRACT FROM AUTHOR]

We estimate the wage returns of undergraduates who attained their degree via Scotland's Further Education College Articulation policy. We contribute to existing literature by adding to the research on varying returns based on paths to acquiring a degree, while also being the first paper to examine the returns associated with Scottish Articulation. While Articulation students receive a wage premium relative to college students, we find lower returns for Articulation students relative to those from older and higher ranking university institutions in Scotland. This result questions whether improving educational equality, translates to improved income equality between low versus higher income backgrounds. [ABSTRACT FROM AUTHOR]

This paper investigates the paradox of research productivity of higher‐education institutions in the Arab Gulf Countries. Exploring the case of the United Arab Emirates (UAE) the article fills the gap in the literature on the Gulf higher education research efficiency. Despite the considerable investment into higher education, UAE universities showed rather slow growth in research output. This puzzle was tackled to present possible policy outcomes relevant for research productivity in higher education institutions located in the emerging economies. The study highlights the research productivity indicators dynamics for GCC countries and brings detailed analysis on the research output and input for the UAE universities. We argue that to succeed in academic efficiency the county needs to increase its research investments and diversify research‐boosting policies and practices. The policies should focus on work‐attractive long‐term conditions for the faculty/researchers, home‐based doctoral education system and home‐trained human resources. [ABSTRACT FROM AUTHOR]

This paper critically explores the notion of academic citizenship, evaluates its importance and argues that faculty have shifted away from engaging in collegial activities to behaviour that is purposefully targeted towards the attainment of academic performance metrics. We highlight the significant implications and challenges for the academy of a gradual retreat from academic citizenship in an era characterised by academic capitalism. We argue that university management urgently need to foster a culture of collegiality that fully appreciates and nurtures academic citizenship, particularly amongst junior faculty as they represent the future of the academy. Furthermore, we call for academic citizenship activities to be explicitly recognised in academic performance metrics and workloads to facilitate prioritisation by faculty. [ABSTRACT FROM AUTHOR]

One method for evaluating higher education performance is to conceptualize it as a production function represented as an input/output process. This paper proposes a performance evaluation of higher education institutions from the perspective of recent graduates taking as inputs students' cognitive abilities and tuition, and as outputs three we contend are relevant for recent graduates: starting salary, sectoral distinctiveness, and sectoral variety. Using a sample of recent Colombian higher‐education graduates, we apply the DEA technique to analyze efficiency at the institutional level in the formal labor market. Our results highlight the importance of focusing on the student as the protagonist of the educational process and contribute to the debate about the selection of relevant inputs and outputs when measuring institution's efficiency. [ABSTRACT FROM AUTHOR]

The article lists papers published in August 2016 to the AMEE MedEdPublish electronic journal, which launched in June 2016, including "An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners," "A 50-year Odyssey in Medical Education," and "Learning to Learn and Teaching to Learn."

This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice. [ABSTRACT FROM AUTHOR]

The last 20 years have seen a growing interest in researching pedagogy in Higher Education with action researchers playing a part in this growth. However, there are few studies that analyse the educational influences in learning of the action researcher in their own pedagogy in Higher Education. Hence the focus of this paper on enhancing educational influences in learning with a Living Theory approach to pedagogical Action Research in Higher Education. This paper presents an analysis of such educational influences. The analysis explains our educational influences in the learning of students who have progressed from the springboard provided by Action Research to recognising and valuing themselves as knowledge creating researchers who are contributing to a global knowledgebase. The analysis draws on data from supervising and tutoring successfully completed masters and doctoral programmes of professional development with teachers and other professional educational-practitioners. The meanings of educational practice, educational influences in learning, educational pedagogy and educational research are clarified. In the discussion we show how a Living Theory approach to pedagogical Action Research in Higher Education enables students to engage in the highest levels of learning, creating, and contributing knowledge with values that carry hope for human flourishing. [ABSTRACT FROM AUTHOR]

Accreditation in higher education has become omnipresent and, on many occasions, has been used as a synonym for quality assurance. The establishment of accreditation agencies as a worldwide phenomenon, however, is relatively recent in the history of higher education. Through a predominantly qualitative approach, this paper aims to analyze how programs from different academic disciplines perform in terms of the accreditation of graduate programs in Argentina and how different programs respond to the same accreditation process. Additionally, it analyzes the performance of private sector programs. As expected, academic disciplines play a vital role in the accreditation process, programmatic performance, and responses to this quality assurance mechanism while sector may not play a vital role. Surprisingly, soft pure programs perform better than both hard and soft applied programs. The results highlight the importance of considering both the paradigm (hard or soft) and level application (pure or applied) when analyzing the role of academic disciplines in higher education studies. [ABSTRACT FROM AUTHOR]

In the 1990s, China created a research evaluation system based on publications indexed in the Science Citation Index (SCI) and on the Journal Impact Factor. Such system helped the country become the largest contributor to the scientific literature and increased the position of Chinese universities in international rankings. Although the system had been criticized by many because of its adverse effects, the policy reform for research evaluation crawled until the breakout of the COVID-19 pandemic, which accidently accelerates the process of policy reform. This paper highlights the background and principles of this reform, provides evidence of its effects, and discusses the implications for global science. [ABSTRACT FROM AUTHOR]

More than resource allocations, evaluations of funding applications have become central instances for status bestowal in academia. Much attention in past literature has been devoted to grasping the status consequences of prominent funding evaluations. But little attention has been paid to understanding how the status-bestowing momentum of such evaluations is constructed. Throughout this paper, our aim is to develop new knowledge on the role of applicants in constructing certain funding evaluations as events with crucial importance for status bestowal. Using empirical material from retrospective interviews with Sweden-based early-career scientists who, successfully or unsuccessfully, applied for European Research Council (ERC) Starting Grants, our findings show how these scientists interlinked experiences from various practices to construct the ERC's evaluations, in general, and the final-stage appointments at Brussels' Madou Plaza Tower, in particular, as apex-esque, crescendo-like status-bestowing events. We discuss our findings as instructional, preparatory, and demarcative practices that, by extension, distribute responsibility for the construction and reinforcement of high-stakes, career-defining evaluations through which considerable stress and anxiety is generated in academia. [ABSTRACT FROM AUTHOR]

Technology development and innovation are fundamentally different from scientific research. However, in many circumstances, they are evaluated jointly and by the same processes. In these cases, peer review—the most usual procedure for evaluating research—is also applied to the evaluation of technological products and innovation activities. This can lead to unfair results and end up discouraging the involvement of researchers in these fields. This paper analyzes the evaluation processes in Uruguay's National System of Researchers. In this system, all members' activities, both scientific and technological, are evaluated by peer committees. Based on documentary analysis and semi-structured interviews, the difficulties faced by evaluators in assessing technology products are explored. The article highlights the persistence of a linear conception of the link between science and technology and describes the obstacles to assimilate the particularities of technological activities. Refereed publications are presented as the only uncontested product. Other types of output are reviewed with suspicion. This study emphasizes the need for specific mechanisms to evaluate technological production within academic careers. [ABSTRACT FROM AUTHOR]

With the rise of China's economy, more and more white Westerners are moving to China for better job or business opportunities. In addition to the so-called transnational elites, there are an increasing number of middle-stratum white migrants whose lived experiences in China are marked by notable tensions between privileges and precariousness. Based on research in Beijing and Xi'an, this paper examines how white migrants from different backgrounds make strategic choices in coping with the decline of white skin privilege in China and feelings of insecurity in a highly competitive Chinese labour market. It identifies China as a new frontier zone where the meanings of whiteness are contested and reconstructed in interracial encounters between white migrants and various groups of Chinese. I argue that although these white migrants have little control over the multiple and contradictory ways that they are racialised in Chinese society, they still demonstrate a certain degree of agency in manipulating the Chinese gazes for their benefits through the strategic performance of different versions of whiteness. [ABSTRACT FROM AUTHOR]

With the shift to Zoom instruction during the Covid-19 pandemic, the professorial 'self' of many faculty was primarily experienced as virtual. Understanding the virtual professorial self is fundamental to the dialogical teacher-students relationship in synchronous teaching. As additional forms of technology inevitably are brought into synchronous teaching, the professorial self is situated within human, non-human, and more-than-human relationships. This paper presents the novel method of mnemonic ethnography to access and understand the materiality in the intersubjective consciousness of the virtual professorial self of digital teaching. We explicate mnemonic ethnography's materialist orientations and practices including how mnemonic ethnography creates memory as data. The approach is illustrated through our study of the virtual professorial selves of faculty who used Zoom to teach during the pandemic. We suggest that mnemonic ethnography can reveal the materiality of virtual synchronous teaching in ways that guide us in navigating the future of online university education. [ABSTRACT FROM AUTHOR]

Universities around the world are facing unprecedented challenges as a result of the corona virus. There has been global devastation of the entire education sector with long-term closure of schools. The health crisis and the accompanying education crisis continue, and the end of the crisis is not certain. The immediate response everywhere to the outbreak of the virus was closure of university campuses, disrupting almost all academic activities everywhere. After the immediate reaction, as a short-term response, universities began offering some core programmes in education and research by adopting digital technology. While some feel that online methods have improved overall access, many argue that they exacerbate existing inequalities in access to higher education and research among several groups of population. As the global health emergency is still continuing, it is widely noted that we need to develop, after initial immediate responses, short-term, medium- and long-term plans for developing robust higher education and research systems that contribute to knowledge development, reducing inequalities, and which can face future uncertain emergencies. The paper reviews some of the important developments that have taken place, and different perspectives that are emerging on the responses needed for the transformation of higher education in the post-COVID era. [ABSTRACT FROM AUTHOR]

This paper explores the differential ways that working-class sixth-form students in England utilise cultural and social capital when applying to university. This process is examined in terms of the university and course choices made and associated social advantage and prestige. It employs an interpretive paradigm using qualitative methods and a conceptual framework derived from Bourdieu. Focus groups and semi-structured interviews were employed and a grounded approach to data analysis was utilised. Findings suggest that access to cultural and social capital is limited to familial influence and educational environment had a limited impact on student decisions. When making choices the most notable themes linked to general locality. Locational preference linked to degree of geographical cultural knowledge and led to the development of the notion of locational capital. This corresponded to intentions to avoid certain locations such as "the rural" or "the provincial" and helps to understand choice. These geographical constructions, linked to perceptions concerning Higher Education Institutions, often triggered concerns regarding "fitting-in" and "social class" and for many resulted in limitations on choice. This imposed a limitation on applying to prestigious HEIs. [ABSTRACT FROM AUTHOR]

Universities have increasingly adopted "first-generation status" as a new category for addressing equity in higher education, especially in the UK and Australia. This category targets students whose parents do not have a university degree and therefore are "newcomers" to higher education. While the category is well-intentioned, given the persistence of inequitable enrolment patterns and the need to widen participation, it has resulted in a fairly narrow and limiting view of first-generation students. Typically, students have been set in binary opposition to their peers with university-educated parents and consequently positioned within deficit discourses – as sharing a similar set of "problems" that need to be remedied by policy and practice. This paper problematises such a totalising depiction of first-generation entrants by examining diversity within the category rather than simply demarcating differences from their continuing-generation peers. Drawing on focus group data from 198 prospective first-generation students enrolled in government schools in New South Wales, Australia, we utilise the Bourdieusian lens of social capital to explore the multiple social networks within which young people are situated. We propose a new continuum that better captures how students are differentially positioned in social space, and identify three clusters based on their capacity to mobilise capital – "inheritors", "opportunists", and "outsiders". In so doing, we unsettle the symbolic boundary around what it means to "be first", and argue that this more nuanced reconceptualisation of first-generation entry is critical if the category is to be a meaningful vehicle for redressing historical exclusions and widening participation in higher education. [ABSTRACT FROM AUTHOR]

The paper is the result of extensive research carried out among Czech students and focuses on a conception of infinity. The questionnaire survey was taken by 861 students ranging from grades 7 to 13. The aim of the research was to describe the development of students' conceptions of infinity. These conceptions are built on the intuitive phenomenon of the horizon. We monitor the proportional representation of these conceptions in four combinations of views (into the distance and in depth) and contexts (arithmetical and geometrical). It can safely be maintained that the development of the proportional representation of the earliest conception comprehension of the concept of infinity, the so-called natural infinity, is not concurrent with the students' age. The development of the proportional representation of the conception of actual infinity is non-decreasing, at least in the view into the distance, in both contexts with respect to age. In general, it can be stated that the proportional representation of individual conceptions of infinity is strongly dependent on both context and view. [ABSTRACT FROM AUTHOR]

Capitalizing on cognitive load theory and learning by analogy, we propose two instructional methods to learn a complex linear equation (e.g. two-step equation) by building on prior knowledge of a simpler linear equation (e.g. one-step equation). We will examine the proposal theoretically in this paper. In line with the design principles of cognitive load theory, we propose to strengthen students' prior knowledge of simpler linear equations before they learn complex linear equations with the aid of worked examples. Because a subset of the complex linear equation shares the same schema as the simpler linear equation, students can draw on their schema for the simpler linear equation to understand the complex linear equation, thus alleviating the limitation on working memory load. Based on the principles of learning by analogy, we place a simpler linear equation and a complex linear equation side-by-side and label the solution procedure of both linear equations to encourage active analogical comparison between these two equations. Making both the simpler linear equation and the complex linear equation visible to learners may help to reduce cognitive load demands in retrieving the simpler linear equation in order to facilitate the learning of the complex linear equation. [ABSTRACT FROM AUTHOR]

After a long period of relative neglect, the mental well‐being and the mental health of researchers and employees in academia are increasingly entering the limelight. The growing body of evidence suggests that a high number of doctoral researchers work under elevated levels of stress and frustration, and that this has a significant impact not only on their personal health and research output, but also on their future career development. In this paper, therefore, we first discuss what a dystopian and a utopian learning journey of early career researchers may look like from a well‐being perspective. Subsequently, and based on extensive dialogues with more than 250 researchers and professionals active in the researcher mental health domain, we highlight a number of key focal points that both early career researchers, their supervisors, and institutions alike should consider when it comes to planning and delivering mental health oriented educational activities for doctoral researchers. [ABSTRACT FROM AUTHOR]

In today's age of knowledge and technology, societies are changing fast, on both macro and micro levels. Hardly anyone could have predicted several years ago such an acceleration of change and its impact on society, and in particular, on higher education. In Europe as well as globally, higher education has been undergoing many changes for more than two decades. In many countries, the number of higher education institutions has increased, mass education has replaced more elite systems, universities have adopted different agenda, and research has become more competitive. In this new context, doctoral education has also needed to be redefined in order to better respond to societal and academic challenges. Doctoral education—a crucial segment of higher education and the main link between the European Higher Education Area and the European Research Area—has been receiving continuous attention for more than 15 years. This paper provides an overall view on changes in doctoral education in Europe, the background of this change process, and the context that led to these major changes. The main analysis will be presented from a European academic context perspective, but it will also reflect a global perspective. It will provide an analysis of all the milestones and consider the relevant policies and recommendations on the supranational level and their reflection on the national level. While taking the reader on a 15‐year journey of the doctoral education system in Europe, a brief look to the future of doctoral education will be sketched as well. [ABSTRACT FROM AUTHOR]

Ofsted, the inspection authority in England, has told schools to ensure that all students have access to cultural capital, taken as a canon of music, literature and art. In this paper, we trouble this guidance by analysing conversations with 1447 senior secondary students. The students reported that the arts offered considerable personal benefits, as well as creative self-expression (visual art) and vocational and networking skills (performing arts). By bringing Bourdieu to the dataset we offer a field analysis that shows how arts cultural capitals might follow the logics of the education field. We speculate that, despite the likelihood that these elite cultural capitals were not of equal value to all students, arts capitals and dispositions might support wider resistances to logics of practice in other fields. [ABSTRACT FROM AUTHOR]

Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings. [ABSTRACT FROM AUTHOR]

The role of faculty in gathering, analyzing and using student learning data is growing and changing, but still underrepresented in the higher education research literature. While faculty are often expected and required to participate in assessment work, some faculty go beyond assessment work as service to take leadership roles. Using data collected and analyzed through a multi-phase exploratory sequential mixed methods research design, we combine data from administrator surveys, faculty interviews and analysis of faculty CVs to describe the role of faculty who take leadership roles in assessment work on their campuses: faculty assessment leaders. In this paper, we examine how faculty assessment leaders came to the role, if and how they were trained or prepared for the role, and how they describe their work. We recommend that institutions who seek to promote faculty engagement in assessment take a strategic approach to developing faculty assessment leaders, providing them with training and recognizing and rewarding their leadership. [ABSTRACT FROM AUTHOR]

Viva voce or oral examinations are an intrinsic part of the examination of many doctoral theses. There is some ambiguity about their purpose; however, they are generally perceived to be an opportunity for the candidate to respond to the examiners' comments and questions. They also allow examiners to assure themselves of the candidate's grasp of the topic and research process. In most cases, the examinations are conducted in the institution's language of instruction. However, it is possible for an examination to be held in another language, for example in bicultural countries with more than one official language or to make use of the expertise of an examiner who does not speak or read the language that the student has been supervised in. If the examination is conducted a language that is not common to all the participants – candidate, examiners and examination convenor – then there needs to be a clear process for accurate translation to ensure the examination is valid. This paper contributes to an acceptance of the importance of validating a student's ability to be assessed in their own language. [ABSTRACT FROM AUTHOR]

This paper presents data from a qualitative study on the community engagement experience at the Bhagat Phool Singh Mahila Vishwavidyalaya, to prepare students for social work practice. It focuses on how students and academics understand engagement, the values derived from the engagement experience and the particular activities that formed part of the engagement process. Data were collected using in-depth interviews with six academics and eleven students. Using a process of thematic analysis, the study found that service learning within the context of rural villages presented a rich opportunity to prepare students for social work practice and, more importantly, to facilitate the social justice mandate of the profession. [ABSTRACT FROM AUTHOR]

Students today are habitual users of digital technology. However, they do not examine the nature of their relationship with technology. Even though we are all enduring severe environmental crises including the COVID-19 pandemic, our students do not appear to see the interrelated connections between the environmental crisis and themselves. A case in point is that they have difficulty drawing a connection between environmental crises and their participation in industrial civilization. This is why it is necessary to consider technological literacy seriously for our environmental education. This study seeks to investigate an alternative way to set up the relation of technology for the current environmental education by comparing the views of Heidegger and Latour on technology. Even though the question of the two thinkers starts from the same critics of the instrumentality of technology, their strategies to overcome it are quite different. While Heidegger suggests a human-centered relationship between humans and technology, Latour criticizes the limitation of this approach and maintains that more symmetrical relations with technology are needed as a form of a network between human and nonhuman actors. In this paper, I argue for the urgency of cultivating a sense of connection for our students' technological literacy in this environmental crisis. For that purpose, I insist Latour's advice for teachers and researchers to be considered more seriously to encourage students to take symmetrical relationship with technology in these aggravating environmental crises. [ABSTRACT FROM AUTHOR]

The increased distribution of fake news on internet and social media raises concerns for democratic processes. Sometimes, argumentation in deceptive information is built on numbers, which gives reason to include mathematics when working with fake news in education. In this paper, I suggest a tool to facilitate students' critical thinking related to numbers, or other mathematical representations, presented in the media. It may not be straight forward, or even possible, to judge the validity of presented numbers, or whether numbers are used with the intention to deceive. Complex topics are associated with uncertainty, which implies that numbers may be questionable without hidden intentions, and that evaluating a number's relevance may be quite challenging. The developed tool consists of a set of questions to help reflecting on the validity of numbers, which again is developed into categories reflecting degrees of validity and whether the mathematical representation has a deceptive role. The categories are illustrated with examples from the media and from a classroom situation in teacher education to indicate how the tool can help raise critical questions. The developed categories are based on academic literature on fake news, typographies of uncertainty and on critical mathematics education. [ABSTRACT FROM AUTHOR]

This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call "thing-centered". Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations' engagements with 'classical' literature; on the other hand, that with the unsatisfactory answers which either accept (and even support) this development, in light of the world's irresistible digitization, or try overcoming it through a more student-centered, 'biographical' appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature's contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, 'care-ful' literary-educational practices to emerge. [ABSTRACT FROM AUTHOR]

Empathy, being multidimensional in nature, addresses cognitive, social-emotional, and behavioural components of interpersonal interaction. It is considered a core element of global competence. As schools become more diverse, empathy, which expresses the ability to observe social situations from other people's points of view plays a critical interpersonal and societal role in the educational arena. Using the Delphi technique, this study developed and validated a practical tool for identifying empathic behaviours through a deep discourse analysis of complex emotionally charged interactions, practiced in simulated encounters. The Empathic Patterns in Interpersonal Communication (EPIC) practical tool, presented in this paper, was developed and validated through a structured instrument validation process that enabled the multifaceted and complex phenomenon of empathy to be addressed in a concrete way. The EPIC practical tool offers a new approach to developing awareness to cultural differences and diversity among teachers while refining the communication and the emotional skills which are significant components in teachers' socio-emotional learning. [ABSTRACT FROM AUTHOR]

This paper examines an intervention using experiential learning and simulations in a virtual world that can promote social proximity, tolerance, and cooperation in diverse societies. The participants in the study were 125 Jewish and Arab students living in Israel. A mixed linear model for repeated measures analysis that included time of measurement (pre and post), ethnicity, and students' age as independent variables revealed a main effect for time for most social groups included in this study; that is, the participants reported more social proximity to other groups after the course, including groups not studied in the course (the LGBTQ community and people of colour). The results of the study suggest that experiential learning has considerable potential in the field of education to help students question their prejudices, experience being someone else, and ultimately feel social proximity for the other, thus reducing stigmas and racism. [ABSTRACT FROM AUTHOR]

This paper describes a research project conducted with international doctoral students documenting student and faculty members' experiences in a writing workshop. The purpose of this study was to understand the complexities associated with international students' academic writing competencies and develop a supportive culture as they pursue their education in the US. Participation in the writing workshop aided students in progressing through the four stages of Burch's learning model. The findings suggest that, intensive writing experiences improve writing abilities, perceptions of writing, and knowledge of when to pursue writing assistance. In addition, the workshop supported the researchers in gaining insight into their international students' experiences leading towards improved pedagogy for this student population. [ABSTRACT FROM AUTHOR]

Most studies, to date, have ignored variance in teachers' self-efficacy (TSE) in relation to teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. Thus, this study examines dyadic TSE in four domains and their correlations with students' perceptions of teacher efficacy and student academic self-concept and well-being. Results of a paper–pencil survey involving 29 teachers and 469 students (39.9% girls, aged 10–17 years) from German secondary schools reveal a moderate overlap between dyadic TSE and students' perceptions of teacher efficacy. Furthermore, they reveal variance in how teachers' and students' ratings are related. [ABSTRACT FROM AUTHOR]

The increase in nationalist tendencies around the world after 2001 signifies changes in the concept of citizenship as reflected in the discourses of the parties coming to power. How does this translate into changes in education? In this article, I analyse the case of Poland. The research is focused on finding an answer to the following question: How does the postulate present in the programme discourse of the ruling, conservative party, of strengthening the national identity, translate into the changes in the school core curricula (CCs)? The applied method of analysis is Critical Discourse Analysis (CDA). The approach by Ruth Wodak and Martin Reisigl was adopted. The application of discursive strategies in learning outcomes relating to national identity, social equality, and diversity in the old and in the new CCs, was investigated. The analyses demonstrated a significant discursive strengthening of the national identity on the one hand, and application of mitigation/exclusion strategies in relation to issues of social equality and diversity on the other. The analyses presented in this paper contribute to the discussion on the relationship between curriculum studies and educational politics by showing the influence of the dominant ideology of contemporary politics on the concept of citizenship in the national CCs. [ABSTRACT FROM AUTHOR]

Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world. Something problematic happens with the models of progression or development of historical thinking that lack an agreed upon psychological theory as their foundation. We argue that theoretical differences are produced by the split between the psychological, considered individually, and the social, considered external to individual thought. In this article we propose that researchers of the development of historical thinking can benefit from a re-reading of Vygotskian theory, with a focus on everyday concepts, scientific concepts and zones of proximal development. In this paper, we carry out a conceptual systemization of historical thinking based on this literature. We distinguish several dimensions that we group into three ‘macro-dimensions’ according to their psychological dynamics of development, which is dialectically related with history education and the socio-historical conditions surrounding it. These macro-dimensions explain the developmental rhythms of historical thinking and include the disciplinary knowledge macro-dimension, the epistemological macrodimension, and the ethical–political macro-dimension. [ABSTRACT FROM AUTHOR]

Inspired by a recent paper by Wares, we discuss an extension of another well-known geometric problem involving arcs which, since the solution is computer-assisted, could be a source of a mini-project for an introductory course on a computer algebra system. [ABSTRACT FROM AUTHOR]