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COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p < 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p > 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.

This study aims to examine the formal integration of scientific research within teacher preparation programs at universities in Kazakhstan, aiming to enhance the research capacity of pre-service teachers. It introduces a research-based learning (RBL) model for delivering research components in postgraduate programs, tailored to address individual research interests through defined modules and directed research projects. The study's objective is to examine the effectiveness of implementing the RBL model in building pre-service teachers' research capacity. Using a quasiexperimental pretest-posttest design, the study employs a questionnaire survey to evaluate participants' self-perceived research skills and knowledge before and after the intervention, assessing the development of their research capability dimensions. Expert assessment is utilized to examine research performance and writing skills among pre-service teachers. The study involved students from language teacher education departments, specifically 120 postgraduate (master's level) students from K. Zhubanov Aktobe Regional University and Baishev University in Aktobe, Kazakhstan. The research findings highlight the effectiveness of the RBL model in training preservice teachers across various stages of the research process. This includes formulating research questions, reviewing literature, planning research activities, clarifying methodologies, conducting investigations, analyzing data, and presenting results. The study shows that the RBL model enhances students' understanding of research, their ability to plan and design research projects, knowledge of research methodology, data analysis skills, research writing abilities, and capabilities in publishing and presenting research. These findings offer valuable insights for university instructors and suggest avenues for further investigation. The study also examines potential implications for how teacher education research is conducted and how programs are designed.

This study aims to examine the effects of the "Unlocking Research & Innovative Capability" program for university teachers. A total of 80 teachers from the Abai Kazakh National Pedagogical University were enrolled. All participants were divided into groups based on their age and teaching experience. Data were collected via surveys. The proposed program was found to have different effects across groups. Young university teachers (28 to 35 years; teaching experience, 3 to 5 years) exhibited improvement in all research and innovative capability variables, ranging from 0.84 in Interdisciplinary Cooperation to 2.63 in Innovative Teaching. The same is true for early middle-aged university teachers (36 to 45 years; teaching experience, 5 to 10 years) who showed improvement ranging from 1.52 in Interdisciplinary Cooperation to 3.00 in Integration of Technology. Older middle-aged university teachers (46 to 55 years; teaching experience, 10 to 20 years) exhibited improvement in their Innovative Teaching, Research Practice, and Integration of Technology; yet, it did not exceed 1.85 points. Older university teachers (older than 56 years; teaching experience, 20 years) demonstrated minimal improvement in all dimensions. This study was conducted as part of governmental research on "Managing the Development of Research & Innovative Capability in the Research University Staff under the Participatory Management Model" launched by the RK Ministry of Education and Science (Project number: AR14872123). The study emphasizes the importance of empowering university teachers as key drivers of research, knowledge generation, and innovative teaching. The present findings can be used to cultivate a culture of innovation and research in academic institutions.

In this study, it was aimed to evaluate the views of pre-service science teachers on project studies with SWOT analysis. Phenomenological design from qualitative research method was used in the study. The study group consisted of 42 students who are continuing their education in science teaching program in a state university in Central Anatolia Region. Documents were used as data collection tool. Inductive content analysis was used to analyse the data. Freshman stated being able to do research and working in a planned way; senior stated being able to do research and problem solving as their strengths at a higher rate. Freshman expressed more opinions on lack of self-confidence and low creativity skills as weaknesses, while senior expressed more opinions on inability to prepare original projects and inability to use technology. In terms of opportunities, freshman expressed financial support and rewarding quite a lot, while senior expressed more opinions in the codes of receiving support from the environment and institutions, teacher support, and project fairs. Freshman and senior stated that there were similar threats to their project work. Suggestions were made within the framework of the findings obtained in the research.

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital competence of international Chinese pre-service teachers and collected data from 100 master candidates of international Chinese language education from leading domestic universities in China. Upon analysis of the data, it was determined that the digital competence of international Chinese pre-service teachers is currently satisfactory overall, although there is a notable discrepancy in development. In particular, competences related to digital teaching, research, and pedagogical innovation are less developed. The training experience of international Chinese pre-service teachers has a significant correlation with their digital competence. However, the experience of international Chinese teaching does not have a significant effect on their digital competence, nor does it have a significant effect on their digital teaching competence or digital pedagogical innovation competence. This study identifies the reasons for this and proposes to refine the training system for digital competence, develop and optimize shared digital resource repositories, and enhance the capacity for innovation in pedagogical practice.

Biology teachers' attitudes play a vital role in successful scientific investigations. Some biology teachers situated in the central part of South Africa experience challenges that include a lack of the necessary scientific knowledge and skills, which hinders the presentation of scientific investigations. These challenges adversely influence these biology teachers' attitudes towards conducting scientific investigations. The result is that they conduct the minimum number of investigations with their learners, or don't conduct them at all. Professional, in-service training workshops allow biology teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop affected biology teachers' attitudes by measuring the ABC attitude model's affective, cognitive and behavioural components. Likert-type, five-point scale items were used for the 20 pre-surveys and the same for the 20 post-surveys that were completed and collected for analysis. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations amongst biology teachers. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed biology teachers' confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this workshop caused a significant improvement in teachers' intended behaviours in implementing scientific investigations in the science classrooms, as they gained valuable knowledge and skills regarding the science apparatus and the use thereof in conducting scientific investigations.

This paper reports the findings from a pre- and post-survey of participants and interviews with a small number of course members. A three-day course of training in qualitative research methods was delivered to a cohort of inexperienced researchers, all of whom were working in the field of special educational needs and disability, in Kolkata, India. The study examines the effectiveness of the training, taking into account the teaching methods used and the structure of the workshop. The findings suggest that emerging researchers prefer a hands-on workshop approach to more traditional lecture delivery of research training. The levels of support provided by tutors and the interaction with practical activities using bespoke resources found favour with participants. Following the training workshop, members expressed greater confidence in their ability to use qualitative research methods and understood the relation of this approach to quantitative studies. Some who completed the course have begun to conduct independent research investigations using the methods taught.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants' methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.

Due to the mounting pressure to publish international publications, faculty members around the globe must take the initiative to upgrade their writing capacity through various methods, including participation in workshops and training, obtaining professional support, and joining learning communities. This paper focuses on our experience, three female teacher educators, of becoming scholarly writers for international readership through PROSINAR, an Indonesia-based professional learning community (PLC). We present the PLC scheme for establishing a platform for faculty members to (re)construct and develop their professional identities. Based on findings from a phenomenological case study framed by Freire's (1993) notion of dialogic encounters, we evaluate our professional identities as English teacher-educators while simultaneously constructing our identities as scholarly writers within our discourse community. We believe that in addition to being a platform for continuing professional development in the context of education, PLC has established itself as an emergent learning platform to improve faculties' research competence and develop their scholarly writing capacity.

Background: "Psychological literacy" is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are "unique" to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects (N= 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.

Background: During the COVID-19 pandemic, restricted access to in-person facilities and traditional experiential learning activities meant that new, online solutions were needed to facilitate student learning/development across the disciplines of Allied Health and Engineering. Purpose: This article describes research conducted as part of an interdisciplinary Dietetic/Electronic Engineering project to evaluate student experiences of online problem-based learning (PBL) activities in addressing this necessity. Methodology/Approach: The authors implemented a specific, health technology-based assignment using an online PBL approach to evaluate and develop the effectiveness of this approach for students' experiential learning. Surveys and observations were used to evaluate the project effectiveness. Findings/Conclusions: Participating students reported on their experiences of working in interdisciplinary teams, focusing on aspects such as knowledge gained, collaboration, perspective, facilitation and experiential learning. Students identified enhanced learning and research skills as some key benefits. Drawbacks identified included difficulties associated with the online environment, such as synchronisation and remoteness. Implications: The use of interdisciplinary assignments highlights the many advantages/benefits which experiential pedagogies have in supporting students to integrate and apply their knowledge to a real-world problem space. The ability to connect student engagement and motivation to the development of critical thinking skills appears to enhance problem-solving in the student work.

The assessment of competencies is aimed to help teachers in demonstrating the key behaviors and to discuss the strengths and improvements to guide them in enhancing their professional development. This descriptive study aims to assess the functional and research competencies that can determine faculty members' knowledge and skills. The authors used a faculty training needs survey form adapted from Ulrich and Dash (2013) which included a 5-level checklist and a 5-point Likert scale regarding the competencies acquired by the faculty members and was made through Google Forms. Thirty-five (35) faculty members of St. Dominic College of Asia from different schools in the Higher Education Department have responded to the faculty training needs survey. Based on the findings, most of the teachers have manifested the functional and research competencies required for their teaching and practice, although their functional competencies have majorly reached either on the first or second levels. Meanwhile, the research competencies have respective ratings of 4.20, 4.21, and 4.41 in scientific research competencies, project and team management skills, and personal aptitudes, which make a positive impact to the teachers. It was also revealed that instructional material development was extended up to the fifth level, wherein teachers even sought feedback from their students, peers, and administrators through observation, conservation, or written evaluations in developing and evaluating resources that can be taught in a certain course, which is a good indication of their engagement towards individuals. The study suggested that faculty members must continue their development through attending research seminars and conference trainings that may be applicable to their specific fields. Future researchers should conduct a correlation study regarding the functional and research competencies, as well as a qualitative approach for the opinions on the effectiveness of these competencies.

This qualitative case study contributed to the existing body of knowledge by examining the empowering effect of faculty mentorship on the research skill development of MAEd students. The professor-mentorship provided to MAEd students played a vital role in developing their research skills. Throughout the research process, professor-mentors guided and supported students, enhancing their abilities in selecting research topics, conducting literature reviews, designing methodologies, and analyzing data. The mentorship improved methodological rigor and fostered critical thinking, analytical skills, and a deeper comprehension of the research process. Feedback and support from mentors were instrumental in refining students' research proposals, writing, and presentations. Professor-mentors encouraged students to share their research findings through conferences and publications, providing valuable growth opportunities. This exposure boosted students' research skills and bolstered their confidence as researchers. Overall, professor mentors' mentorship significantly shaped the research skills and career paths of MAEd students, instilling a passion for evidence-based practices in education and preparing them for future research endeavors.

With the increase in master's degree enrollment in China, ensuring the realization of value-added research skills of master's degree students with limited educational resources has become an urgent problem. We developed hypotheses and tested the mediating effect of academic passion (AP) in the role of training environment satisfaction (TES) on research skill increment (RSI) and the moderating role of academic self-efficacy (ASE) using the perspective of Research Training Environment Theory (RTE). We used a structured questionnaire to collect responses from 911 master's students from universities in central China, including 458 males (50.27%) and 453 females (49.73%), and 66.41% of the subjects were between the ages of 23 and 26. Our findings indicate that TES significantly impacts RSI and can influence RSI via a partially mediated effect of AP. In addition, we determined the moderating effect of ASE between the effects of the three variables. Based on RTE theory, we introduced the concept of value-add assessment and combined the two to realize the expansion of RTE theory. This study has implications for administrators and individuals in graduate education. It can help administrators make changes to the management model or methods of graduate education, as well as provide some inspiration for developing and improving master's students' research skills.

The supervision of master's students at the dissertation stage of their taught programme is generally considered to be one of the privileges of an academic in higher education (Bacwayo, Nampala and Oteyo, 2017). Of concern to those who are less experienced or new to the supervisory role is knowing the best way to effectively support their supervisees, particularly at the write-up stage. This opinion piece focuses its attention on the 'discussion', an important chapter which typically provokes 'fear, uncertainty and doubt' (Mewburn, 2016) in the minds of taught master's students as they wrestle with its construction. I argue that supervisors can alleviate some of their supervisees' anxieties by introducing them to the SCE model -- Support, Challenge and Extend -- which I have developed and have shared with taught master's students in England for a number of years. Designed to purposefully target key chapter content, I aim to show readers how this simple yet useful model effectively encourages taught master's students to establish and knit connections between their review of literature chapter and findings chapter, 'comparing and contrasting the study results with those of other relevant studies' (Bavdekar, 2015, p.40) with reasoning. Extracts from taught master's dissertations (from the academic discipline of education) are offered by way of illustrating the value of the SCE model for supervisors to help their students avoid making common mistakes in their writing, thus generating a stimulating discussion about what is known (literature) and what is now known (findings) in the supervisee's chosen area of study. The applicability of the SCE model to dissertations at all levels of higher education study is also recognised.

Despite significant recent changes to the doctoral training environment, particularly provision of employability skills during candidature, there is a paucity of research investigating best practice in this area. This paper describes a case study in how various pedagogical theories, curriculum co-creation, lifelong learner, adult learning, cognitive load, spiral learning, reflective practice, and community of practice theories, were applied at an Australian university to develop and implement a Graduate Certificate aimed at increasing work readiness by delivering research and employability skills training to PhD candidates. Outlined are the rationale, student interest and theoretical basis underpinning this program, and its integrated suite of work-integrated learning (WIL) activities. Comparison against an emerging framework for high quality WIL demonstrated key alignments between the program and the quality WIL framework. These alignments highlight important considerations for comprehensive training of PhD candidates, together with recommendations for future research into WIL and employability training for PhD candidates.

This study focuses on the perceived gap between the required and actual level of digital research skills (DRS) of students entering tertiary science education. By combining existing frameworks for research skills and digital literacy skills, a guiding framework of DRS was constructed. The DRS framework incorporates seven categories and is evaluated using an exploratory qualitative study employing semi-structured interviews with university teachers (N = 15). The level of DRS at the start of university science education and university teachers' perceptions of first-year students' level of DRS have been investigated. The results show that the skills of writing a research paper using digital tools, using proper resources, and analysing, transforming, and visualising data were generally found to be wanting.

The year 2016 was a crucial time for the education system in the Philippines since it was the first facilitation year of the Senior High School in the country. The K to 12, also known as "Kindergarten to grade 12", is an education system under the Department of Education that aims to produce more competent Filipino citizens in the global market. In line with the facilitation of K to 12 in the Philippines, the problem in the teachers-subjects mismatch is very evident, especially in the research subjects of the Senior High School, namely Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative Research), and Inquiries, Investigation, and Immersion. These are new subjects to the eyes of high school faculty members in the Philippines. Research subjects from pre-K to 12 are not considered a field or a subject matter, especially in high school. However, the Senior High School program brought a new perspective to the research subjects as it aims to develop Filipino learners' critical and research skills. This paper tackles different issues and challenges faced by Filipino research teacher. Moreover, this paper proposed a faculty loading guide model for research subjects that can be used by school administrators to guide them in distributing research subjects to the faculty members. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

This study aimed to develop and validate a comprehensive research self-efficacy scale (C-RSES) to measure the research self-efficacy of both graduate students and academics in any discipline. Data were gathered nationwide in Turkey from 1301 researchers including graduate students and academics. Exploratory factor analysis revealed a 28-item C-RSES with six factors, namely Literature Review and Research Problem, Discussion, Data Analysis, Research Plan, Research Ethics, and Conceptual/Theoretical Framework. Confirmatory factor analysis supported the proposed factor structure. Factorial invariance of the C-RSES across males and females was shown. Cronbach's alpha reliabilities for the subscales ranged from 0.85 to 0.94, which indicates high internal consistency for the scores obtained from the scale. Additionally, using multivariate analysis of variance, researchers with and without a Ph.D. were compared regarding their research self-efficacy aspects. The findings of the study provided evidence for the validity and reliability of the C-RSES. It is suggested that C-RSES is promising to measure the research self-efficacy of graduate students and academics.

This study aimed to investigating the impact of project-based learning strategy on action research skills of Jordanian basic school students in light of some variables while teaching the unite of "Water". Semi-experimental design was used on a sample of 9th grade female students distributed in experimental group of (40) and a control group of (40), an action research skills scale was applied (pre-post). The results showed that there were statistically significant differences between the two means of the post-measurement of action research skills in favor of the experimental group with effect size of (30.20%) indicated by the value of the squared eta ([eta-squared]). And significant differences between the means of action research skills attributed to the level of achievement with size effect of (%7.80) in favor of high and medium achievers. Also, there are no statistically significant differences between the means of the post-measurement of action research skills due to the variables (future streaming trends, the interaction between the teaching method and the level of achievement, and the interaction between the teaching method and future streaming trends). It's recommended to activating project-based learning strategy in teaching different science curricula, and examine same variables in different grades levels.

The objectives of the study were to (1) analyze the components and indicators for enhancing classroom research competencies of student teachers, (2) study the needs of developing classroom research competencies of the student teachers, (3) to create a model for enhancing research competencies in the classroom, (4) apply the form of a model for enhancing research competencies in the classroom of student teachers and (5) evaluate the model for enhancing research competencies in the classroom. The sample group consisted of student teachers, mentors, and experts. The instruments used in the research were: (1) a questionnaire on current conditions and desirable conditions for developing research competencies in the classroom, (2) a questionnaire on the components and indicators of research competencies in the classroom of the student teachers, (3) an assessment form for appropriateness and possibility of the model, (4) research knowledge test, (5) assessment form for research practice, (6) research mind test and (7) assessment form for opinions towards the use of the model. Statistics used in data analysis were percentage, mean, standard deviation, and data analysis by Priority Needs Index Modified (PNI[subscript modified]) and Exploratory Factor Analysis (EFA). The results of the study were as follows: (1) Components and indicators of research competencies in the classroom of student teachers were classified into 3 components and 71 indicators as follows: Component 1: Cognitive, there were 24 indicators, the eigenvalue was 4.69; Component 2: Research practice, there were 30 indicators, the eigenvalue was 45.13; Component 3: research mind, there were 17 indicators, the eigenvalue was 1.91; (2) The results of the assessment of the needs of research competencies in the classroom of the student teachers by Priority Needs Index Modified (PNI[subscript modified]) revealed that the most needed competencies were cognitive (0.179), followed by research practice skills (0.178) and research mind (0.127), respectively; (3) The model for enhancing research competencies in the classroom of student teachers was conducted with the research practice of student teachers. There were 5 steps to develop according to the established method: self-awareness, motivation, intimation, learning, and evaluation; (4) The results of the experimental model of enhancing research competencies in the classroom of the student teachers revealed that they had a good understanding at 76.30%, and the overall classroom research practice was at a high level ([X-bar] = 3.99, S.D. = 0.589), and the overall research mind was at a high level ([X-bar] = 4.15, S.D. = 0.863); and (5) The evaluation results of the model for enhancing research competencies in the classroom of the student teachers, overall were at a high level ([X-bar] = 4.28, S.D. = 0.663).

This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey & Jenkins (2009) which is explored in this example, is based on the argument that research-informed inquiry is a powerful way to reinvent or reinvigorate the undergraduate curriculum because the focus is on the student as a learner - in particular that the student can be viewed as a potential producer of knowledge - and by challenging what research and inquiry are in practice, provide interesting perspectives for the Marketing discipline to consider for future programme provision.

The aim of this research was to determinate the relationship between formative research and the achievement of skills based on undergraduate theses in university higher education, considering three dimensions: student perception in the investigative endeavor, the role of the instructor and the institutional support in the process of building research skills. The methodology corresponds to a quantitative approach, and a survey technique was applied. A 21-item questionnaire card was designed, with a Likert scale that ranged from 1 to 5 for the formative research variable, and 30-item card with a Likert scale from 0 to 4 for the attainment of skills based on the thesis review. The instrument was validated by expert opinion, reaching an average of 85%. The reliability of the questionnaires was 0.92 and 0.95, respectively, according to the Cronbach's alpha method. The population consisted of 1448 theses published in the institutional repository from 2016 to 2020, and the sample was made up of 110 theses from 11 colleges, with a 95% level of confidence. The results indicate that the perception of the achievement of research skills, instructor support during the research process and institutional support are "positive"; likewise, review of the theses reached a "successful" level. It is concluded that there is a direct relationship between formative research and the achievement of competences.

In the United Kingdom (U.K.), all students who are studying for a Bachelor of Arts degree need to complete a piece of independent research in order to gain their "honours" (U.S. "honors") status. As a university faculty we have very specific ideas about the purpose of this research and the positive impact that we hope that it will have upon the U.K. settings (mainly schools and kindergartens) in which it is carried out, which we discuss in this article. Although our approach would appear successful, this judgement has so far been based upon the evidence of the final, summative project alone. Obtaining a small amount of funding from the university for students to act as co-researchers provided the ideal opportunity to explore the topic further by collecting empirical data from students and settings. Because our original plans for data collection were disrupted by COVID-19, we gained responses through an anonymous survey which enabled frank responses from both students and staff in settings. Although the data collected was, overall, encouraging, it did raise some issues for us, as faculty tutors, to consider. These include the way that we convey the importance of students carrying out their projects "independently" (that is, without university supervisor intervention) to settings themselves, and how we ensure that the students collaborate with settings at "all" stages of the project.

Formative research generates different perceptions in undergraduate students, and in order to know more about them, 80 were surveyed, and 12 Communication Science students were interviewed at a national university in Lima (Peru). The results evidence that they conceive of it as: training to conduct scientific research, curricular or extracurricular activities as part of or for scientific research, preparation for conducting research work for graduation or obtaining a qualification, the development of competences for researching in the profession, an instructional strategy to develop research competences, and a strengthening of the research culture, among others. But beyond these varied concepts, the estimation of the majority emerges that formative research has been neglected by the university, thus becoming a challenge to optimize professional training, requiring qualified instructors with pertinent instructional methods, as well as an updated curriculum, which strengthens the research culture, responding to social demands and ensuring resources for the development of research competences.

The complexities of Internet sources have caused more challenges to school students, leading them in many cases to copy-paste ideas into their written assignments. Facing these challenges requires adopting and implementing evidence-based practices. This article builds on a mixed-methods, quasi-experimental study which investigated the effect of Internet Reciprocal Model (IRT) to lessen occurrences of copy-paste trend in the writing pieces of Grade 8 ESL students (n = 172) in three private schools in Saida, Lebanon. Eight teachers were randomly assigned to experimental and control conditions along with their respective classes. The researchers collected pre and post-data on online research and comprehension assessment tool. Supported with current research and informed by the principles of the social-cognitive, socio-cultural, and the new literacies theories, regression analyses revealed a strong positive degree of association at post-test between the intervention and the subscale that measured copy-paste trend, indicating that teaching online research skills through one comprehensive model would decrease the copy-paste behavior. Theoretical and pedagogical implications were discussed. Recommendations for school policies and further research were provided.

In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework.

The development of research competency among non-academic personnel in higher education institutions is a crucial endeavor that aligns with the evolving demands of the 21st-century workforce. This study employs a comprehensive research and development approach to create an advanced model for enhancing research competencies encompassing knowledge, skill, and attitude. The model's design is informed by meticulous need analysis, ensuring its relevance to the unique challenges faced by non-academic staff. Through expert evaluation, the model's efficacy is demonstrated in improving research-related capacities. The evaluation results underscore its robustness across various dimensions, with significant improvements observed in participants' research competencies. This study highlights the interconnectedness of knowledge, skill, and attitude in fostering research competency and supports the broader view that tailored interventions, derived from thorough need analysis, play a pivotal role in driving meaningful and sustainable improvements in research-related skills and capabilities. Ultimately, this research contributes to the ongoing discourse on non-academic staff empowerment and the advancement of higher education institutions in an increasingly research-focused landscape.

Research is the whole of the systematic efforts of individuals by making new discoveries and inventions to find solutions to the problems they face or to improve the current situation. After the implementation of teacher training activities by higher education institutions, courses such as "Research Techniques", "Research Methods in Education" and "Research Methods" are included in the curriculum of higher education institutions to provide students with research competencies. It is important for prospective teachers to have positive attitudes towards this course for them to acquire the knowledge and skills in question effectively. In this direction, in this study, it was tried to determine the attitudes and opinions of teacher candidates towards the Research Course in Education. In this research, in which the attitudes and opinions of Bayburt University Faculty of Education students towards the RME course are tried to be determined, mixed method and explanatory sequential design was used. In the study, a single survey model was used to determine the attitudes of students towards the RME course, a relational survey model was used to examine the sub-dimensions of attitudes according to the departments and classes of the students, and focus group interview was used to determine their views about the course. The Kruskal Wallis H test was used to determine whether the attitudes of the groups showed an independent evaluation from each other. In the research, an attitude scale developed by the researcher was used as a data collection tool to determine the attitudes of the students towards the RME course, and a focus group interview form was used to determine their opinions. The quantitative sample of the study consists of 190 university students selected through purposive sampling, and the qualitative sample consists of 10 candidate teachers selected from this group with the same method. When the research findings were examined, it was seen that the attitudes of the novice teachers towards the RME course differed significantly in favor of men according to the self-confidence variable in the sub-dimensions of the attitude scale. It is thought that including the RME course, which is among the elective courses in Education faculties, among the compulsory courses, extending the one-semester and 3-credit RME course in terms of credit.

This study aims to determine the effectiveness of the author's teaching technology in developing schoolchildren's research skills, the challenges an elementary school faces, and how the entire process of developing research skills works. Quantitative and qualitative research techniques were used. Participants were from No.15, No.1, No.46, and No.16 schools in Ust-Kamenogorsk (East Kazakhstan). A random selection was made of an EG comprising 176 students and a CG comprising 173 students. To test the hypothesis that the author's teaching technology in studying natural science fosters the effectiveness of generating research skills, the research methodology employed an experimental pretest-posttest learning CG and EG study. As a result of the introduction of the developed technology in the EG, the levels of formation of these skills among students from the CG and the EG differ significantly. Finally, the developed technology can be used in the practical activities of teachers in elementary schools and serve as the basis for creating methodological materials that perform the developing function of teaching "Natural Science."

Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students' competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher's assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student's perception and the teacher's regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have shaped the perceived research capacity of the pre-service teachers and their disposition toward teacher research. The participants reported that the research component had improved their inquiry, reflective, critical thinking, and research-related skills. We conclude by discussing the study outcomes and proposing a set of recommendations for theory and practice.

The efficacy of EdD lecturers in supporting students in developing research skills and competencies was found to be essential in graduate education. This qualitative case study evaluated the effectiveness of graduate faculty in assisting graduate students in developing research competencies. The study found that effective EdD professors significantly guided and supported students throughout the research process. They provided valuable insights, offered constructive feedback, encouraged critical thinking, and acted as mentors and role models. They also facilitated scholarly discourse and provided resources to enhance students' research skills. These findings underscore the importance of faculty support in graduate education and highlight the need for ongoing professional development for EdD professors to enhance their effectiveness. Future research can explore the specific practices and approaches employed by effective EdD professors, informing the design of faculty development programs. Ultimately, the goal is to ensure graduate students receive the necessary support to become competent researchers.

The purpose of this study is to investigate the impact of practice-based STEM instruction on the development of younger students' research abilities and the improvement of their analytical skills. Both quantitative and qualitative methods were used in this study. There were 72 participants in the 4th grade from the elementary school "Zhas Daryn-2" in Shymkent (South Kazakhstan). According to research findings, successful implementation of STEM practices requires an educational program that includes preparation, implementation and evaluation phases. Additionally, it was found that a STEM-focused educational program helps younger students increase their research abilities more effectively. The study's findings also show that STEM projects and research work help to identify, explore and solve problems through research activities leading to enhanced research and analytical skills. Despite this, STEM students often have difficulty staying focused on acquiring new knowledge and abilities, keeping up with recent technological advancements and comprehending the different difficulties that surround their significance. According to the research findings, teachers in primary school can use the outcomes of practice-based STEM training to support younger students' research abilities' manifestation and the improvement of their analytical skills.

Research is one of the trifocal functions of higher education in the Philippines. It is further cascaded to undergraduate research to ensure that undergraduates in collaboration with their mentor contribute intellectual discoveries or creative output relative to their discipline through research. This phenomenological research was undertaken to highlight the lived experiences of preservice teachers on their research course. To achieve this purpose, twenty-four preservice teachers enrolled in the course Research in Elementary Education A.Y. 2020-2021 were interviewed through online video conferencing. Based on the accounts of the participants, partnership, interaction, guidance, and fulfillment were among the four significant experiences in the course. It was further highlighted that challenges encompassed internet connection, writing the literature review, gathering data, and time constraints. Resources, hardware, support system, and time management were found to be the best practices of the participants in terms of addressing the identified challenges in the course. In terms of the necessary skills and attitude to be successful in the course, participants emphasized the need for communication, teaming and collaboration, information, media, and technology literacy, flexibility and adaptability, critical thinking, and time management skills. Also, motivation and perseverance were among the significant attitudes to be developed in taking the course.

In order to carry out effective research, Master's degree students are expected to have a good command of the literature. They need to know how to carry out a literature review and how to synthesise the studies found as a result of the review and turn them into an article if desired. As the shortcomings made at this stage will affect the whole process of research, students should be given the necessary training. This study aims to examine the effect of "Journey to Literature Survey and Review" training on Master's degree students' research competencies. An embedded mixed methods design was used in this study. The study is part of the "Journey to Literature Survey and Review" project conducted under the TUBITAK 2237-A Grant Program for Scientific Training. The study group of the research was determined using the purposive sampling method. The study group consisted of 33 Master's degree students from different universities and education departments. In the training information on how to conduct a literature review and present the studies obtained was delivered theoretically and practically. The experimental implementation process was carried out in the form of 6-day and 8-hour daily training sessions. The training sessions provided detailed information on what a literature review is, how to search databases, and types of reviews. These sessions were conducted by 12 academics who are experts in their fields. The "Competence in Research Scale" and "Opinion Form" were used as data collection tools in the study. The results of the study showed that the research competencies of the students increased significantly with the application. Looking at the averages for the sub-dimensions, it is clear that there is a large increase in the literature review and methods dimensions in particular. In this context, it can be suggested to increase similar training on sub-dimensions that will improve research competencies.

Prospective physics teachers must have research skills because they will later utilize and transfer these skills throughout their teaching careers. However, research shows that students' research skills, including in Indonesia, are still low. In addition to equipping students with theoretical research knowledge, an emphasis is needed on the practical stage for prospective teachers in obtaining research skills. Using a reflective case study approach with qualitative methods, this research observes and describes the implementation of research-based learning for prospective physics teachers. The research-based learning was implemented through an experiment on resistance utilizing alternative tools and materials. Data was collected through participant observation from four participants, with the researcher as the main instrument. This study shows that the implementation of research-based learning provides an opportunity for prospective physics teachers to practice research skills and apply the scientific method to solve problems. More studies are needed regarding implementing research-based learning, especially in higher education.

This case study is based on a digital storytelling project conducted with first year Biotechnology with French students at National University of Ireland, Galway. Working in small groups, the students created digital stories in French based on forensic cases in which DNA profiling was used. The study was conducted while they were learning about DNA forensics in their mainstream programme. This study provides a practical example of how Digital Storytelling (DST) can be integrated as a teaching and learning tool into the Language for Specific Purposes (LSP) classroom within a higher education context. It highlights the potential of DST to develop students' language skills within this specialised context and facilitate the acquisition of the transferable skills needed to communicate effectively in an increasingly globalised society.

The aim of this study is to examine the research and ICT competencies and scientific process skills of teachers in different branches in Kazakhstan and the relationship between these three variables. The sample of the study consists of 258 teachers working in different cities of Kazakhstan in the 2022-2023 academic year. Teacher Research Competence Scale, Scientific Process Skills Scale and Information and Communication Technologies Competence Scale were used as data collection tools. Arithmetic mean, unrelated sample t test, one-way analysis of variance (ANOVA) and multiple linear regression analysis methods were used to analyze the data obtained. As a result of the research, it was determined that the participant teachers had moderate level of competencies in using research and information communication technologies and scientific process skills. Participant teachers' competencies in using research and information communication technologies and scientific process skills show significant differences according to their gender and branches. In particular, it was observed that teachers working in science and mathematics branches exhibited high research and ICT competencies and scientific process skills. Finally, significant relationships were observed between participant teachers' research and ICT competencies and scientific process skills. Scientific process skills were found to be the most important factor affecting teachers' research skills and competencies.

The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.

Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers' perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings suggesting teachers value evidence-informed teaching. Still, they need to gain more skills in identifying, analysing and using evidence from relevant academic journals in their professional context. In addition, teachers' endeavours to access and use scholarly resources were also inhibited by a lack of professional skills, time, and support from school leadership. The findings validate Cognitive Apprenticeship Theory suggesting the need for research skills training and including teachers as co-constructors of research knowledge. These processes can lead schools to better integrate research into practice in early childhood educational settings.

Very few teacher education models have integrated theory and practice on a context basis and used formative assessment in teachers' personal and professional development. Two are the Clinical Teacher Education Model and the Realistic Teacher Education Model based on reflection. These models prepare teacher candidates (TCs) for their profession as early as possible and most effectively by integrating their professional knowledge, skills, attitudes, and values with personality traits. In Turkey, what needs to be done for teacher education is a meta-philosophical mentality change, and this study aims to lay its foundations. Inspired by these two models, this theoretical study proposes a new and unique teacher education model based on reflection and teaching competencies considering the structure and resources of the Turkish teacher education system. In this model, TCs continue their professional development in a learning community where they internalize the determined competencies in a spiral structure every year, systematically reflect on every phase of the process and obtain regular feedback from their peers, advisors, and teachers from practice schools. This study explains the theoretical background and justifications of the model incorporating theory and practice in a four-year-teacher education, and concrete, practical examples are presented.

A growing literature examines PhD graduates working beyond academia. These studies are critiqued for rarely addressing the sectoral and organisational structural factors that influence actual work. So, we examined how the non-academic, contextually situated, organisational job specifications of fifteen PhD graduates interacted with their daily work experiences -- looking particularly at the role of (a) communication since effective communication is reported as an employer concern, and (b) research since this is an expected outcome of PhD programmes. References to data collection and analysis were largely absent in interviews and job specifications, but research-related capabilities, for example, analytic thinking, were present, intertwined with communication in multiple ways, with dialogue and reading central. The graduates recognised these capabilities as having been finely honed in the PhD and inherent to their jobs.

In this article, we report on a National Science Foundation-funded immersive international summer research program for biology students. Six students, representing Cohort 1 of a three-year program, spent 9 weeks at one of three institutes in Japan, working on related molecular, cellular, and developmental research projects under the mentorship of a Japanese researcher. We describe the recruitment process, pre-departure activities, orientation week, research projects, and mentorship structure. Data were collected to determine the impact of the program on students' views about science and to seek feedback about the structure of the program. The pre-, mid- and post-program interviews with the students as well as their weekly written reflections revealed that the program challenged their perspectives about science, broadened their understanding of what it means to engage in science research, and contributed to their growing confidence as budding scientists. The students mentioned that certain elements of the program, including the orientation week, weekly meetings, and individualized and hands-on mentorship they received, contributed to their rich experience in Japan. Suggestions are provided for adapting this model to develop other international opportunities for STEM students.

One of the significant drawbacks of the English Language Teaching (ELT) Ph.D. programme in the Iranian ELT setting is the insufficiency of the research courses offered in the current curriculum, which do not adequately address the Ph.D. candidates needs, and this issue was not tackled in the field. Therefore, adopting a qualitative approach, this research aimed to investigate the possibilities and challenges of reconceptualising ELT higher education research pedagogy from a content-oriented into a learning-oriented approach from ELT Ph.D. candidates' and instructors' perspectives. To do so, 20 ELT Ph.D. candidates and eight ELT university instructors of both genders were selected from different Iranian universities based on convenience sampling as the participants. The context under investigation is that of Ph.D. candidates researching into ELT. This study employed an individual semi-structured interview as the instrument for gathering data. The data were analysed using the descriptive qualitative content analysis method, and the results showed that increasing the research methodology courses, changing the research instructors' conceptions, decreasing the instructors' workload, and specifying funds for escalating instructors' motivation are the possibilities of tackling the current challenges from the ELT instructors' views. In addition, the results indicated that from the ELT Ph.D. candidates' views, adding a fieldwork course to the ELT curriculum, designing and implementing criteria for instructors' performance evaluation, decreasing the number of Ph.D. candidates, and holding the extracurricular activities are the possibilities of tackling the current challenges. The findings may hold some implications for policymakers, curriculum designers, ELT instructors, and ELT graduate students.