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Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

Inquiry in Global Studies: Music and Politics is a regular course offering in which first-year honors students examine the social and cultural import of music in a global context. This qualitative study examines the practical and pedagogical implications of teaching music and politics during the coronavirus crisis. In a thematic, five-part series analyzing non-Western music both in service to the government and as protest against it, the author describes how students perceived the commonalities and diversities in global culture, history, politics, and society through music while at the same time demonstrating growth in music-making processes and confronting a remote learning paradigm. In a curriculum spanning North Korea, China, Russia, Cuba, and Iran, the author considers the impact of music instruction in cultivating an understanding of transnational community. The paper concludes with selections from the final student showcase and a review of learning outcomes, prompting honors practitioners to consider how high-impact practices in the arts can empower students, cultivate community, and give rise to new multicultural competencies. Changes driven by COVID-19 (course content, delivery, and assessment measures) are presented.

The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies' research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study's findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.

• This study applied a logistic growth model with parameters estimated by a non-linear least squares (NLS) method to daily new COVID-19 cases. • The model fitted time-series data exceedingly well for the whole of China, eleven selected Chinese provinces and municipalities, South Korea and Iran. • This study provided key estimates and a 95% confidence interval for parameters K , r, and P 0. • This study found that the growth rates of outbreaks differed between provinces in China and between South Korea and Iran. • As of March 13, 2020, this study's model suggested that countries such as the U.S.A., France, Italy, and Spain were still in the early stages of outbreaks. As the coronavirus disease 2019 (COVID-19) pandemic continues to proliferate globally, this paper shares the findings of modelling the outbreak in China at both provincial and national levels. This paper examines the applicability of the logistic growth model, with implications for the study of the COVID-19 pandemic and other infectious diseases. An NLS (Non-Linear Least Squares) method was employed to estimate the parameters of a differentiated logistic growth function using new daily COVID-19 cases in multiple regions in China and in other selected countries. The estimation was based upon training data from January 20, 2020 to March 13, 2020. A restriction test was subsequently implemented to examine whether a designated parameter was identical among regions or countries, and the diagnosis of residuals was also conducted. The model's goodness of fit was checked using testing data from March 14, 2020 to April 18, 2020. The model presented in this paper fitted time-series data exceedingly well for the whole of China, its eleven selected provinces and municipalities, and two other countries - South Korea and Iran - and provided estimates of key parameters. This study rejected the null hypothesis that the growth rates of outbreaks were the same among ten selected non-Hubei provinces in China, as well as between South Korea and Iran. The study found that the model did not provide reliable estimates for countries that were in the early stages of outbreaks. Furthermore, this study concured that the R 2 values might vary and mislead when compared between different portions of the same non-linear curve. In addition, the study identified the existence of heteroskedasticity and positive serial correlation within residuals in some provinces and countries. The findings suggest that there is potential for this model to contribute to better public health policy in combatting COVID-19. The model does so by providing a simple logistic framework for retrospectively analyzing outbreaks in regions that have already experienced a maximal proliferation in cases. Based upon statistical findings, this study also outlines certain challenges in modelling and their implications for the results. [ABSTRACT FROM AUTHOR]

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