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The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.

Purpose: The purpose of this paper is to investigate the legal issues of simultaneous Internet transmission of broadcasting programs of the Open University of Japan (OUJ) and to take legal measures to promote the mutual utilization of open university courses in Japan, the UK, China and Korea. Design/methodology/approach: The author examines the legal relationship regarding Internet simultaneous distribution of broadcast courses at the OUJ. The author then considers the legal relationship between the UK, China and South Korea regarding the simultaneous transmission of broadcast courses over the internet. Based on that consideration, this paper clarifies legal measures to promote its utilization. Findings: Internet transmission of broadcasting courses will be webcasting. Arguably, it can be assumed to be streaming and on-demand, albeit controversial. Webcasting will be publicly transmitted, but there is only an on-demand provision for Internet transmission. As webcasting is streaming and on-demand, it involves reproduction of broadcasting courses. Therefore, webcasting needs to provide streaming provision for public transmission rights and associate them with reproduction right. Originality/value: The originality of this paper lies in clarifying the legal response of the object, subject and rights of webcasting from the perspective of the OUJ, in order to dispel legal problems that may arise in the future against this unexplored phenomenon. Additionally, this paper is valuable in that it presents legal consistency from the point of view of the comparative laws of Japan, the UK, China and South Korea, based on an examination of the legal response in Japan.

The unprecedented social disruptions resulting from the COVID-19 pandemic have resulted in rapid change within the family and home. This paper uses semi-structured interviews with parents around the globe to examine the following research questions: 1. How have the spatial and temporal organizations of learning and working in the home been altered throughout the COVID-19 pandemic? 2. What are the alterations in the educational processes and the role of the family in response to the changes caused by the COVID-19 pandemic? We found that typical boundaries, those between the roles of family members, between work or school and home, and between leisure time and work time have been fundamentally blurred. While some of these boundaries are more porous than others, families report fundamental shifts, temporary and permanent in the way they organize their home and family, spatially and temporally, and the roles they take on within the family.

Effective syllabus document design hinges on an alignment between learning objectives, teaching principles and curricular policy. Much of the work on syllabus design in the English Language Teaching (ELT) context focuses on the implementation of language teaching principles, such as those from the Communication Language Teaching (CLT) approach. Limited attention has been paid to this alignment, which is pivotal for ensuring the coherence and consistency between the intended outcomes, content selection and organisation, and assessment tasks. Employing qualitative document analysis (QDA), this study identifies the core syllabus elements and their alignment with current teaching approaches in twelve, localised ELT syllabuses. Utilising elements from Richards and Rodgers' (2014) methods analysis and Nunan's (1988) syllabus design, the analysis demonstrates that while CLT principles have been incorporated into the syllabuses, misalignments remain, such as those between intended objectives and assessment tasks. This paper offers an analytic framework to guide teachers in designing a more closely aligned syllabus and making visible its connections.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

This article examines how Chinese language textbooks, produced for ethnic Koreans by ethnic Koreans in China, portray environmental issues in China. Critical Discourse Analysis (CDA) and Visual Image Analysis (VIA) are used to investigate what environmental content is integrated and what ideologies these textbooks construct. Chinese language textbooks published in 2012 and 2022 were chosen as they are the most recently published versions for primary school students of Korean ethnic background. The analytical findings show that the textbooks defer responsibility for environmental problems to the global community rather than portraying them as China's problem and responsibility to solve. The causes and nature of these problems are simplified--only dumping and deforestation are addressed. It is found that the textbooks analyzed in this paper serve the interests of the owners of domestic and multinational companies and of the government officials and agents who collaborate with them, while ignoring the needs of the citizens and students who are suffering the effects of serious pollution. Thus, educators using these textbooks should strongly consider introducing more real and specific Chinese pollution data to raise awareness of the reality of global environmental problems, and introduce critical perspectives, in order to develop environmentally-aware students.

The importance of the relationships between industry and academia is stressed by strategists, politicians, Vocational Education Training (VET) policy makers, and industrial planners. Industry without knowledge surely dies, and knowledge without application of that knowledge is valueless. This paper focuses on the relationships between the VET providers and industries. More specifically, the purpose of this paper is (1) to discuss the factors which enhance or constrain the strategic partnership, (2) to present the experiences of this relationship in the developing and developed countries, (3) to propose a model that links the two institutions, the VET providers and industries, in the Vietnamese context.

This study investigates the current process of internationalization of higher education in the countries of the Asia Pacific region (APR) through the example of China, the Republic of Korea, Japan, and Russia. The article aims to familiarize the reader with the experience of internationalizing higher education in APR states against a backdrop of global trends. The authors examine the major strategies for the internationalization of education, such as taking a coordinated approach, attracting qualified manpower, focusing on deriving profit, and expanding the potential. The paper analyzes the traditions, strengths and weaknesses, and general traits and characteristics of the above states' national systems of education, as well as the major forms of international partnership and key dimensions of education internationalization in APR states. The authors show that over the last few years APR states have been increasingly active in entering into agreements in the area of education internationalization, which has facilitated the division of spheres of influence and zones of responsibility within the educational area, as well as the steering of educational approaches along a common course. The paper employs traditional methods of research, such as classification, comparative analysis, generalization, juxtaposition, and forecasting. The study suggests three possible scenarios for the future development of the process of higher education internationalization: sustainably diverse internationalization, convergence in the direction of the liberal model, and the triumph of developing economies. The paper also describes current trends in this area in APR states. The authors come to the conclusion that we are in for considerable changes in the international market of educational services, such as the reconsideration of spheres of influence and redistribution of key players in the market, dynamicity and heterochrony in development being among the key traits inherent to today's market of educational services.

South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.

The doctorate degree ranks third on the academic hierarchy, and is commonly viewed as an approval on a student by an institution, to conduct original research in at least one academic discipline. Several motivations drive the need to acquire a doctorate degree, and they include intrinsic interest, employment considerations, personal, and professional development. To achieve this feat, some students pursue their PhD abroad for several reasons as discovered by this study. Using a quantitative approach, this paper reports on the findings of an online survey distributed to 1901 Asian and African students pursing their PhD to investigate their experiences, and determine their satisfaction, and its relationship with their personal and professional growth. Findings reveal that most students were satisfied with their decision to pursue a PhD in another continent, but were dissatisfied with some properties that made up the process. This included their relationship with their supervisors, their study-work-life balance, and its effects on their mental health. As you are reporting on a study that has already happened, write in past tense.

This paper reports on the first stage of an international comparative study for the project "'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'" funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are sanctioned by scholars. Through meta-ethnography, we examined recent narrative inquiry studies set in Asia. It was observed that the research findings do not offer any critical insights about the context of the study; instead, they add to the prevalence of broad constructs of English language education, such as the components of identity. For future narrative inquiry research, we recommend researchers to consider utilizing local meanings pertinent to the study context as an analytical lens, as a means to Asianize the field.

While infusion of technology into schools has been one of the top priorities of the education reform agenda across the world, findings from many large-scale international assessments indicate that students' use of information and communication technology (ICT) has mixed effects on their academic achievements. In this paper, we argue that these ambivalent findings were due to the oversight of the indirect effects of ICT use mediated by other ICT-related variables. We employed multilevel structural equation modelling to unfold the relationship between students' ICT use and their academic achievements based on PISA 2015 data. The results indicated that students' autonomy in ICT use and students' interest in ICT use were found to have significant positive direct effects on students' academic achievements at both within-school and between-school levels. These two variables played a significant role in mediating the indirect effects of ICT use outside school for schoolwork and ICT resources on students' academic achievements. On the contrary, ICT resources and ICT use at school exerted either no direct effect or a negative direct effect on students' academic achievements and students' perceived autonomy related to ICT use, suggesting that mere provision and use of ICT resources in school did not necessarily guarantee success in student performance. At the school level, school's transformational leadership and collaborative climate helped promote students' autonomy in ICT use.

Given the contextual conditions in each country, the United States, Korea, and China all have their own unique history of special education, which leads to different special education and service systems for students with special needs. The purpose of this paper is to compare the development and current status of special education in all three countries. The researchers did a comprehensive literature review primarily using the database of Academic Search Complete, in addition to national journals, published governmental reports, and official documents from Korea and China. The results of this review provide a better understanding of special education and trends in special education across all three countries.

This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

More than any previous generation, today's students need to develop a global perspective and be knowledgeable about other nations in order to play a better role on the global stage. This paper first reviews some earlier and current studies on students' knowledge of the world, mainly conducted in the United States, and then it describes the global education status and similar studies in countries like Canada, Russia, the United Kingdom, China, Japan, South Korea, and Australia. Based on a review of studies in these countries, the paper proposes that contemporary assessments of students' cross-national and global knowledge and attitudes are necessary. The new research must be multinational, assessing what paired nations' school aged populations know about one another's history, geography, politics, economics, and international relations. (Contains 1 footnote.)

Like all organisations, good governance is a fundamental requirement for the responsible and accountable management of universities in general and open universities in particular. This is to ensure that these (open) universities remain relevant to their mission of facilitating unfettered access to higher education for citizens and at the same time continue being reliable contributors to personal and institutional developments, the vital ingredients to maintaining sustained national development. While several studies have, in the past, been conducted on governance of universities, almost all of them have centred around conventional, face-to-face institutions. Not much published literature is in evidence on the governance of Open Universities. This paper, drawing from a study on the governance of a few open universities in Asia, tries to discuss the nature of their challenges, and the lessons that can be drawn from their practices and experience. The study focused on aspects relating to institutional autonomies such as curriculum, budgeting and financial management, admission standards, conferment of qualifications, academic staff appointments, development and promotions and research policies. Our findings indicate that, similar to conventional systems, the state plays a crucial role in many aspects of governance both in publicly funded and privately supported institutions. Recent attempts at governance transformation towards greater institutional autonomies is beginning to show limited changes in some but not all jurisdictions studied.

Fitts' Law is, more often than not, thought of as standard knowledge in the field of Human-Computer Interaction. However, in many occasions, interface components are being built by professionals with little or no knowledge of HCI principles (e.g., software menus are often being built by software developers with no designer input). How much appreciation of Fitts' Law exists among developers, and how does it affect our collaboration with them and the software they build and we use? To help answer this question, a survey among 65 designers and developers was conducted, as well as an analysis of the Computer Science undergraduate curricula from 94 internationally high-ranked universities. The contribution of this paper is twofold: firstly, treating Fitts' Law as an Open Educational Resource and, secondly, the analysis identified gaps that extend beyond HCI Education and fall in the sphere of Epistemology.

Approximately a third of the Programme for International Student Assessment (PISA) items in the core domains (math, reading, and science) are constructed-response items and require human coding (scoring). This process is time-consuming, expensive, and prone to error as often (a) humans code inconsistently, and (b) coding reliability in international large-scale assessments varies across items and countries. The shift in PISA 2015 from paper- to computer-based assessment digitized all responses and associated coding, thus providing opportunities to introduce technology and analytical methods to improve data processing and analyses in future cycles. In this computer-based setting, this research explains the framework and approach for improving the accuracy and efficiency of the coding process in constructed-response items for future PISA cycles. In the pilot study associated with this research, we demonstrate how the proposed machine-supported coding system can be utilized using sample reading items from the PISA 2015 cycle.

The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions--and fewer in an Asian context--there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.