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Due to the recent developments in the delivery of teaching-learning processes when COVID-19 hit the world with a health crisis and pandemic, it is crucial to look into the quality of courses delivered via online means or through distance education modality. This paper examines implementation and application of quality assurance (QA) landscape in Distance Education (DE). A documentary review using bibliographic inquiry is used as a methodology approach to gather relevant information to address the study questions. Previous studies on QA in DE are examined and arranged into themes using thematic analysis. Findings revealed that most of the literature on QA in DE in Africa and Asia based on the reviewed Open and Distance Learning (ODL) institutions are basically dealing with frameworks, outcomes and performance, instructional design, student services and challenges as well as parity in terms of quality with the traditional institutions. Therefore, this paper concludes that more studies are needed for QA in DE to match the post-COVID-19 trends on improving QA. This implies that there is a need to expand research on QA in DE to include areas of artificial intelligence.

Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women's empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains -- Cognitive, Affective, Psychomotor (Bloom's Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.

The question of SWANA (Southwest Asian and North African) diasporic identity formation has been widely debated in area studies, ethnic studies, and the burgeoning field of Arab American Studies with scholars such as Sarah Gualtieri (2009), Nadine Naber (2012), and Neda Maghbouleh (2017) arguing that people of SWANA descent are racial minorities even though the U.S. government classifies them as white. However, these works have not adequately addressed SWANA racialization in the context of higher education following 9/11. This co-authored paper closely examines institutionalized SWANA erasure from the shared intersectional perspective of one faculty member, one graduate student, and two undergraduate students at a California State University campus in Southern California. Specifically, in this co-authored paper, we draw on our individual and collective co-organizing experiences to illustrate (a) the persistence of specific structural inequities that SWANA heritage people face in the academy, (b) the multilayered impact of these educational barriers, and (c) our wide range of ongoing activist responses to them. We say "khalas!" (enough!) to systemic oppression and argue that the ultimate antidote to institutionalized SWANA erasure is solidarity within and between marginalized subjects at every level of academia in the service of anti-racist and anti-colonial education. This co-authored paper uplifts SWANA resilience and resistance in California's most diverse public university system to shed new light on the understudied issue of how higher education perpetuates SWANA racialization.

Purpose: The outbreak of COVID-19 in 2020 has had a profound impact on education institutions at all levels. Open universities, with their privileged delivery method, have been in an advantageous position. In the earlier stages of the pandemic, they made remarkable contributions to assuring learning continuity. However, with more and more conventional universities migrating online, great changes have taken place in the field of higher education, and it is imperative for open universities to adjust their strategies in order to maintain their leading role in a technology-enabled education context. This paper aims to examine what challenges have been faced by open universities during the pandemic and how they will transform in the future. Design/methodology/approach: Six open universities in Asia, Africa and Europe were selected as cases in this research to make a comparative study based on the papers in the volume beyond distance education. Similarities and differences among the cases were analyzed in order to identify the developing trend for open universities in the international context. Findings: The results showed that (1) open universities in these regions demonstrated their resilience in the pandemic; examples were that new technologies have been leveraged to implement totally online delivery with short notice and huge amount of learning resources were offered to the society. (2) However, they encountered challenges of delivering fully online examination due to the lockdown and quarantine policies, and open universities in African and the sole private institution suffered financial pressure due to improving information and communication technology infrastructure and staff training. Another challenge was the fierce competition from conventional universities that open universities in Asia and Europe came across. (3) Four main areas were identified for future development in order to respond to the challenges: No.1 is that programs such as health care, psychology, epidemiology, virology, immunology, data analytics, biology and bio-informatics have stimulated interest for African open universities to develop in the future; No. 2 is that open universities were seeking to innovate their teaching formats; short courses, such as micro credentials, might be developed as agile and flexible offerings which are expected to be suitable to learners in the pandemic context; No 3 is that programs and courses for upskilling in the context of digitalization will be implemented; and No. 4 is that lifelong learning is given a higher priority in order for open universities to stand securely in the higher education sector. Originality/value: The study may give open university leaders a quick insight into their future development.

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.

Within an ever-increasing time of globalisation, globalised learning and international mobility, international professional experience can provide a range of opportunities for personal and academic growth. Perhaps unsurprisingly, pre-service teachers commonly attest to the positive impact of international placements. What is less well understood is the impact on the learning and teaching that occurs at the university curriculum level prior to and after an international placement. An emergent aspect of this research and the focus of this paper is the impact of these experiences in terms of what they offer the university teaching and learning context. To gain a further understanding of the extent of these impacts, a set of reflective narratives from 10 pre-service teachers and seven teacher educators were gathered and analysed using inductive, thematic analysis. The findings showed that for pre-service teachers and teacher educators that context both culturally and educationally were paramount. The reflections highlighted the impact on the development of a range of general capabilities for both sets of participants. Additionally, international placement experiences increased levels of reflection for both pre-service teachers and teacher educators, which led to further understanding and refining their teacherly identity.

With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants' contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.

Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" "Educational Management Administration & Leadership" 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." "Educational Review" 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." "Management in Education" 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." "Review of Education" 5 (3): 267-307).

Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6-12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

The ongoing global COVID-19 pandemic has revolutionized the education system and forced fundamental changes in the teaching-learning process. The present study aims to explore various modes of education used by educational institutions across the world and provide a holistic understanding of different measures taken by governments and universities to endure the crippling crisis. The radical shift to digital pedagogy followed by online assessments and examinations brought new experiences to both educators and learners. This paper elucidates the extraordinary challenges encountered by various stakeholders in making the required shift to digital learning and the substantial attempts made by educational institutions to minimize learning losses. The paper also presents various opportunities induced by the COVID-19 pandemic and highlights the need to develop appropriate mechanisms to deal with such an unforeseen crisis in future. To this effect, some recommendations have been made that may enable educational institutions to eliminate adversities and maintain academic integrity in tempestuous times.

Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.

A documentary review was conducted on the production and publication of research papers on studying the variable Digital Transformation, Education and COVID-19. The bibliometric analysis proposed in this document aims to know the main characteristics of the volume of publications registered in the Scopus database from 2020 to 2022, achieving the identification of 464 publications in total. The information provided by this platform was organized using tables and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced through qualitative analysis. Among the main findings of this research, it is found that Spain, with 49 publications, was the country with the highest global production. The area of knowledge that made the most significant contribution to the construction of bibliographic material related to the study of Digital Transformation, Education and COVID-19 was the area of Social Sciences with 253 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 54% of the total scientific production.

Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

In this paper we consider the experiences of international students studying in Norway, analysing data from more than 5,000 survey respondents. Variations according to students' region of origin and whether they are full degree students or exchange students are the focus. Students report a high level of overall satisfaction, exchange students in particular, and the vast majority of students are content with the quality of teaching. Students from the African continent report being more content than others, despite struggling somewhat more with academic demands and having weaker social networks, something they have in common with Asian students. Multivariate analyses show that type of mobility (full degree cf. exchange), region of origin, coping with academic demands, satisfaction with teaching and interaction with Norwegians are predictors of overall satisfaction with studying in Norway. The patterns observed are assumed to be related to prior experiences and expectations.

Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens' well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India's top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions.

Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the COVID-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This article seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking, and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.

Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.

Purpose: In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach: The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings: It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value: Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

Due to the recent developments in the delivery of teaching-learning processes when COVID-19 hit the world with a health crisis and pandemic, it is crucial to look into the quality of courses delivered via online means or through distance education modality. This paper examines implementation and application of quality assurance (QA) landscape in Distance Education (DE). A documentary review using bibliographic inquiry is used as a methodology approach to gather relevant information to address the study questions. Previous studies on QA in DE are examined and arranged into themes using thematic analysis. Findings revealed that most of the literature on QA in DE in Africa and Asia based on the reviewed Open and Distance Learning (ODL) institutions are basically dealing with frameworks, outcomes and performance, instructional design, student services and challenges as well as parity in terms of quality with the traditional institutions. Therefore, this paper concludes that more studies are needed for QA in DE to match the post-COVID-19 trends on improving QA. This implies that there is a need to expand research on QA in DE to include areas of artificial intelligence. [ABSTRACT FROM AUTHOR]

This paper describes the challenges facing urban planning higher education institutions in the global South that engage with knowledge production, education and training and the ways they are tackling urban equality concerns. Drawing on interviews with urban pedagogues and practitioners, and examining institutional histories across Asia and Africa, we use a five-point framework to analyse these challenges: what to teach, how to teach, whom to teach, who teaches and where to teach. We find that different institutional arrangements and choices made by educators affect the answers to these questions in different ways. These questions are also closely connected to the questions of planning "for what", and planning education "to what end", and relate to concerns regarding values and processes and to outcomes for urban equality in the South. Considering these cases together offers an opportunity to contribute to a Southern dialogue on the evolution of planning education. [ABSTRACT FROM AUTHOR]

AbstractThis paper examines the influence of climate change vulnerability on the likelihood and severity of communal violence, with a particular emphasis on delineating large-scale regional patterns. Specifically, the analysis centres on Sub-Saharan Africa and South/South-East Asia – both regions being predominantly characterised by rain-fed agriculture and climate-sensitive economic activities – spanning the years 1995 to 2021. Relying on the ND-GAIN Vulnerability Index as a multidimensional measure for propensity of societies to be negatively impacted by climate change, we found robust evidence that greater vulnerability is conducive to a higher likelihood and severity of communal violence in Sub-Saharan Africa. On the other hand, in South/South-East Asia, results suggest that current climate variability, measured as rainfall deviations within the period, exerts a greater effect on communal violence outbreak than overall vulnerability to climate change. In both regions, greater access to productive means is significantly associated to the reduction of communal violence. [ABSTRACT FROM AUTHOR]

Historical research on the race between education and technology has focused on the West but barely touched upon 'the rest'. A new occupational wage database for 50 African and Asian economies allows us to compare long‐run patterns in skill premiums across the colonial and post‐colonial eras (c. 1870–2010). Our data reveal three major patterns. First, skilled labour was considerably more expensive in colonial Africa and Asia than in pre‐industrial Europe. Second, skill premiums were distinctly higher in Africa than in Asia. Third, in both regions, skill premiums fell dramatically over the course of the twentieth century, ultimately converging to levels long observed in the West. Our paper takes a first step to explain both the origins of the Africa–Asia gap and the drivers of global skill premium convergence, paying special attention to the colonial context that shaped demand, supply, and labour market institutions. [ABSTRACT FROM AUTHOR]

Drawing on the reflections and discussions from a special session at the 2021 Global Health Bioethics Network summer school, this paper has summarised the key challenges faced by Frontline Workers (FWs) across research sites in Africa and Asia in performing the everyday 'body work' entailed in operationalising global health research. Using a 'body work' lens, we specifically explore and map key challenges that FWs face in Africa and Asia and the physical, social, ethical, emotional, and political labour involved in operationalising global health in these settings. The research encounter links with wider social and economic structures, and spatial dimensions and impacts on the FWs' performance and well-being. Yet, FWs' 'body-work' and the embedded emotions during the research encounter remain hidden and undervalued. [ABSTRACT FROM AUTHOR]

In this paper, we study the role of trade openness in the economic reallocation from the agriculture to the manufacturing sector in 34 sub‐Saharan African countries between 1970 and 2016. The results show that the long‐term evolution of trade openness negatively impacts the long‐run and the short‐run dynamics of structural change. Moreover, this impact goes through aggregate exports not aggregate imports. By breaking down global exports, we find that commodities exports have a negative impact while manufacturing exports positively impact structural change. These results are explained by the fact that, contrary to Asian countries, African countries have failed to put trade at the service of industrialisation by following the logic of comparative advantage. More precisely, they have failed to invest the revenues from commodities exports to improve the quality of infrastructure in order to remove the constraints on the economic relocation to labour‐intensive manufacturing activities. Unlike previous studies, we address the endogeneity problem by using a dynamic ordinary least squares method after a pooled mean group method. [ABSTRACT FROM AUTHOR]

Introduction: Tuberculosis (TB) and intestinal helminths have huge public health importance, and they are geographically overlapped. Data about the burden of intestinal helminth and TB co-infection in these areas are fragmented. In this systematic review and meta-analysis we compile the current literatures and generate pooled prevalence. We also identity factors associated with intestinal helminth co-infection among TB patients. Methods: Original articles published in English language up to March 23, 2022 were systematically searched from electronic database (PubMed/Medline, Scopus, Science Direct, Google Scholars and HINARI). The search was done using medical subject heading terms and keywords. Identified articles were exported into the EndNote library. The identified articles were screened using PRISMA flow diagram. Then the methodological quality of included articles was evaluated and rated using the modified version of Newcastle–Ottawa Scale. Data were extracted using Microsoft Excel. Sensitivity analysis and Egger regression test were used for the assessment of heterogeneity and publication bias. Finally the results are presented with a meta-analysis of pooled estimates, forest plots, and tables. The quantitative data were analyzed using Stata version 14. Results: From a total of 5457 searched articles, 22 eligible articles were included in the review. The pooled prevalence of helminth co-infection among TB cases was 29.69% (95%CI: 21.10, 38.29). TB patients were found to more frequently harbor one or more intestinal helminths than TB negative individuals (OR = 1.72 (95%CI: 1.20, 2.48)). Among the reported helminths, Schistosoma mansoni and Strongyloides stercoralis had the highest pooled prevalence among TB cases. However, unlike other individual helminths, only Strongyloides stercoralis (OR = 2.67 (95% CI, 1.20–6.76)) had significant association with TB cases compared to TB negatives. BMI was significantly associated with intestinal helminth co-infection among TB patients (OR = 2.75 (95%CI: 1.19, 6.38)). Conclusions: Patients with TB have been shown to harbor co-infection with one or more intestinal helminths with considerable proportions when compared with TB-negative individuals. The higher prevalence of helminth infection in TB cases might indicate that co-infection promotes active TB disease. Thus, routine intestinal helminth screening and assessment of their nutritional status is suggested for TB patients. [ABSTRACT FROM AUTHOR]

This paper investigates the nonlinear relationship between tourism and economic growth using a balanced sample of 58 countries in three continental samples (Africa, Asia, and Latin America) for the 2003–2017 period. First, we document an asymmetric threshold effect of tourism on economic growth. By utilizing an endogenous threshold regression model, we show that a single tourism threshold cutoff exists and that tourism receipts influence growth only till the threshold cutoff point in all three continental samples; however, this influence is nonexistent past the threshold point. Second, a quantile effect decomposition shows separate marginal effects for the tourism and economic growth relationship across the growth distribution. By using an unconditional quantile regression approach, we show that compared to their regional cohorts, slow- and medium-growth African countries, slow-growth Asian countries, and medium-growth Latin American countries exhibit substantially higher economic growth benefits from tourism. We explain these empirical observations and discuss their policy implications. [ABSTRACT FROM AUTHOR]

Mobile phones are the most accessible information and communication technology today, and they serve as the gateway to high-speed internet for large populations in developing economies. However, despite the progress, there remains a persistent disparity in mobile phone usage among users, and between users and non-users, in developing countries. However, the literature on the digital divide has paid limited attention to the multi-level nature of this gap in mobile phone adoption and use, particularly in developing countries. This research paper provides a comparative analysis of this divide in mobile phone usage in eight developing nations from Africa and Asia. Broadly, the study categorises individuals into three groups: mobile phone non-users, mobile phone users who do not use internet applications and mobile phone users who use applications that need internet access. The disparity between these users was analysed using micro-level survey data from each country. The study results show that the nature of the divide varies across countries and that the influence of socio-demographic factors is not consistent. Further, we find that there is a larger digital divide in terms of mobile phone usage in Asian countries when compared to African countries. The study recommends that policymakers and international agencies exercise caution while developing one-size-fits-all cross-country policies to address the multi-level digital divide. [ABSTRACT FROM AUTHOR]

Policy decisions and the practice of public health nutrition need to be based on solid evidence, developed through rigorous research studies where objective measures are used and results that run counter to dogma are not dismissed but investigated. In recent years, enhancements in study designs, and methodologies for systematic reviews and meta-analysis, have improved the evidence-base for nutrition policy and practice. However, these still rely on a full appreciation of the strengths and limitations of the measures on which conclusions are drawn and on the thorough investigation of outcomes that do not fit expectations or prevailing convictions. The importance of 'hard facts' and 'misfits' in research designed to advance knowledge and improve public health nutrition is illustrated in this paper through a selection of studies from different stages in my research career, focused on the nutritional requirements of resource-poor populations in Africa and Asia. [ABSTRACT FROM AUTHOR]

The interactions of environmental, geographic, socio-demographic, and epidemiological factors in shaping mosquito-borne disease transmission dynamics are complex and changeable, influencing the abundance and distribution of vectors and the pathogens they transmit. In this study, 27 years of cross-sectional malaria survey data (1990–2017) were used to examine the effects of these factors on Plasmodium falciparum and Plasmodium vivax malaria presence at the community level in Africa and Asia. Monthly long-term, open-source data for each factor were compiled and analyzed using generalized linear models and classification and regression trees. Both temperature and precipitation exhibited unimodal relationships with malaria, with a positive effect up to a point after which a negative effect was observed as temperature and precipitation increased. Overall decline in malaria from 2000 to 2012 was well captured by the models, as was the resurgence after that. The models also indicated higher malaria in regions with lower economic and development indicators. Malaria is driven by a combination of environmental, geographic, socioeconomic, and epidemiological factors, and in this study, we demonstrated two approaches to capturing this complexity of drivers within models. Identifying these key drivers, and describing their associations with malaria, provides key information to inform planning and prevention strategies and interventions to reduce malaria burden. [ABSTRACT FROM AUTHOR]

Background and Aim: Two endemic capripox infectious diseases, sheeppox (SP) and goatpox (GP) are common in Asia, Africa, and the Middle East. Sheep and goats, in general, are considered current assets of small and marginal farmers and have significant economic value in terms of meat, wool, and skin/hide production. Sheep and goat populations in India total 148.88 million and 74.26 million, respectively. Capripox caused US$ 2.3 million (Indian Rupee [INR] 105 million) in economic damages in Maharashtra (India) alone, and it took over 6 years for a flock to recover from the outbreak. The projected yearly loss at the national level is US$ 27.47 million (INR 1250 million). As a result, Capripox diseases put small and marginal farmers under much financial strain. The present study estimates the seroprevalence of SP and GP diseases in the Asian and African continents using systematic review and meta-analysis. The results of the study will help researchers and policymakers to understand the spatial and temporal distribution of the disease and its burden. In addition, the results are also helpful to design and implement location-specific prevention and eradication measures against these diseases. Materials and Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines of Cochran collaborations were used for systematic review and subsequently meta-analysis were used. The literature was collected from various databases. Initial search string resulted in more than nine thousand articles for the period 2000 to 2020 using the different combinations of keywords and Boolean operators (or not) asterisk* and quotation marks. Out of 9398 papers, 80 studies were chosen for complete test reviews and quality bias evaluation using the inclusion and exclusion criteria. Finally, 21 articles were used for the meta-analysis. The statistical study employed fixed effects and random effects models using R. Results: Seroprevalence of SP and GP was calculated using studies with a cumulative sample size of 4352, out of which sheep and goats' samples together contribute 48%, followed by sheep (32%) and goat (21%). The result of the metaregression revealed that detection techniques had a significant impact on the overall effect size at 5% level (Qm=14.12). Subgroup analysis of polymerase chain reaction (PCR) test with samples was further grouped into two categories based on the median, and it revealed that 62% of samples used PCR as a detecting test followed by group-II. Conclusion: From the study, it is concluded that SP and GP diseases are highly prevalent; hence, effective vaccines, proper education to farmers through extension activity, and transboundary disease movement restriction are necessary for the control and eradication of the disease. [ABSTRACT FROM AUTHOR]

Purpose: Managers are concerned about how the macroeconomic environment affects business profit. Focusing on banks, this study aims to investigate the effect of economic policy uncertainty (EPU) on bank profitability in 22 advanced countries. Design/methodology/approach: The study used the panel fixed effect regression methodology to assess the effect of EPU on several measures of bank profitability for 22 advanced countries from 1998 to 2017. The measures of bank profitability are net interest margin, lending-deposit spread, non-interest income (NII) ratio, after-tax return on asset, before-tax return on asset, after-tax return on equity and before-tax return on equity. Findings: The findings reveal that high EPU negatively affects bank NII. Real gross domestic product growth rate, nonperforming loans and regulatory capital ratio are negatively related to profitability in times of high EPU. The findings also reveal that high EPU has a positive effect on bank profitability in Asia and the region of the Americas, as these regions witnessed high return on equity in times of high EPU. Practical implications: The implication of the findings is that, although EPU has a depressive effect on some indicators of bank profitability, regional characteristics can ameliorate the depressive effects of EPU on bank profitability. Originality/value: This study contributes to the literature that examine the economic consequences of EPU on firms. To the best of the authors' knowledge, this study is among the first to examine how regional characteristics affect the relationship between EPU and bank profitability using cross-country data. [ABSTRACT FROM AUTHOR]

Background: Increasing grain nutritional value in sorghum (Sorghum bicolor) is a paramount breeding objective, as is increasing drought resistance (DR), because sorghum is grown mainly in drought-prone areas. The genetic basis of grain nutritional traits remains largely unknown. Marker-assisted selection using significant loci identified through genome-wide association study (GWAS) shows potential for selecting desirable traits in crops. This study assessed natural variation available in sorghum accessions from around the globe to identify novel genes or genomic regions with potential for improving grain nutritional value, and to study associations between DR traits and grain weight and nutritional composition. Results: We dissected the genetic architecture of grain nutritional composition, protein content, thousand-kernel weight (TKW), and plant height (PH) in sorghum through GWAS of 163 unique African and Asian accessions under irrigated and post-flowering drought conditions. Several QTLs were detected. Some were significantly associated with DR, TKW, PH, protein, and Zn, Mn, and Ca contents. Genomic regions on chromosomes 1, 2, 4, 8, 9, and 10 were associated with TKW, nutritional, and DR traits; colocalization patterns of these markers indicate potential for simultaneous improvement of these traits. In African accessions, markers associated with TKW were mapped to six regions also associated with protein, Zn, Ca, Mn, Na, and DR, suggesting the potential for simultaneous selection for higher grain nutrition and TKW. Our results indicate that it may be possible to select for increased DR on the basis of grain nutrition and weight potential. Conclusions: This study provides a valuable resource for selecting landraces for use in plant breeding programs and for identifying loci that may contribute to grain nutrition and weight with the hope of producing cultivars that combine improved yield traits, nutrition, and DR. [ABSTRACT FROM AUTHOR]

Technology plays an essential role as climate change becomes a growing concern worldwide. This article aims to examine the influence that innovation exerts on climate change mitigation technology (CCMT) in the African and Asian mining sectors. Data were collected from the World Intellectual Property Organization mining database. We conducted a decomposition analysis of patent families between 2011 and 2020 based on the Logarithmic Mean Divisia Index (LMDI) method. Findings revealed that African countries do not devote their innovation efforts to adaptive technologies, resulting in a mismatch between mining and access to technologies as the scope of R&D narrows. In Asia, the drive for innovation and technological efficiency is a tool to prevent economic damage and legitimize technological benefits as solutions for climate change mitigation technology. This outcome calls on political, national, and international governments to bridge the innovation gap to trigger a real shift from innovation to these technologies. [ABSTRACT FROM AUTHOR]

Multi-Locus Sequence Analysis (MLSA) of Mycoplasma capricolum subsp. capripneumoniae (Mccp) strains from Asia revealed unforeseen diversity and a central position for genotyping groups representing strains from Central/East Asia, suggesting a possible origin of contagious caprine pleuropneumonia in this continent. A better assessment of the emergence, diversity and distribution of Mccp in Asia and Africa calls for renewed efforts to dramatically enlarge the sample of strains. Availability and affordability in the field, added to superior typeability (directly from poor samples) and high stability, discriminatory power and concordance with epidemiological and phylogenetic analyses, make MLSA an excellent tool for such investigations. [ABSTRACT FROM AUTHOR]

There is little research-based evidence regarding the similarities and differences in urban plans and urban forms, regarding urban planning and design, between planned capital cities in Africa and Asia. In recognition of the establishment of planned capital cities on these continents, this article limited its case studies to six planned capital cities of the Global South, in the post-independence and post-crisis period. By using bibliometric analysis, snowballing technique, and content analysis approaches, this study determines data sources, including books, journals, city reports, and internet blogs. The results show that these planned capital cities are similar in their urban plans: geographical, socio-cultural and demographic dimensions (location, size, and population densities), historical context of societies, and their goals and aspirations. Meanwhile, urban forms have similarities and differences based on paradigms, organization and spatial formation, spatial arrangement of activities, and architectural artefacts. This study suggests a conceptual and phasal framework, which combines planning history and theory in the first phase, and urban planning and design implementations in the second phase. The results demonstrate how considering our framework can limit similarities in the urban plans and urban forms of planned capital cities. This framework can guide urban planners and designers in academia and professional practice. [ABSTRACT FROM AUTHOR]