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Organizational cynicism can stem from differences in organizational practices and behaviors, as well as individual differences (Johnson & O'Leary-Kelly, 2003; Bommer et al., 2005). Studies reveal that the experiences of educational employees with organizational cynicism are significantly influenced by factors such as psychological contract violation, workload, organizational justice, organizational stress, ethical leadership, job security, political discrimination, organizational silence, organizational culture, organizational communication, organizational trust, and organizational exclusion and isolation. The aim of this research is to uncover the perspectives on organizational cynicism of academics who have held similar positions both in Turkey and in Europe or USA. In this study, qualitative research methods were employed to conduct interviews with 12 participating academics. The codes and anecdotes obtained were analyzed under three themes, forming the findings. According to the research results, the organizational situations experienced by academics during their duties in Turkey differ from those they encounter in organizations in Europe or USA.

Objective: To evaluate the association between health behaviors with mental health among tertiary education students. Methods: Six databases were searched until September 2021 for prospective cohort studies evaluating the association between health behavior(s) (dietary intake, physical activity, sedentary behavior, alcohol intake, sleep, smoking or illicit drug use) and mental health. Two independent reviewers screened records for inclusion, extracted data and completed risk of bias assessments. Results: 33 studies were included (14 assessed sleep, 14 alcohol intake, 13 physical activity, 8 smoking, 6 sedentary behavior, 4 diet, 1 illicit drug use). A consistent association between poor sleep, and physical inactivity with increased risk of poor psychological wellbeing, and between poor sleep and increased mental ill-health related outcomes was demonstrated. Conclusion: Findings suggest interventions to address poor sleep and physical inactivity among students may positively impact mental health. Further research of other health behaviors, and their association with mental health, is required.

Medical education in Jordan has evolved rapidly in the last 50 years as successive governments and higher education leaders have responded swiftly to developing healthcare sector demands. Despite significant progress being made, there remain a substantial number of challenges for the Jordanian medical education system that require careful attention in the years and decades ahead. This article provides a historical summary of medical education in Jordan, outlines some of the important areas that require development, and describes plans for a new medical school and teaching hospital in Amman at the newly established Kingdom University of Health Sciences, due to open in 2026. This ambitious project is being funded by the Saudi Jordanian Investment Fund and is being supported by partnerships with high-ranking, well-established institutions in the UK and USA. This article highlights the significant value in a partnership approach to developing a medical education program as it strives to overcome some of the existing challenges facing medical education in Jordan.

Despite the large numbers of Chinese students in Western TESOL and English language teacher (ELT) programs, very little research has been conducted on these students and we know little about their practicum teaching. This qualitative research study addresses this knowledge gap by investigating the student teaching and post-lesson reflections of four student teachers from the People's Republic of China whom I supervised in an American TESOL practicum. In examining their teaching and reflections from the perspectives of Chinese and embedded American activity systems of ELT practice, analysis found that the student teachers reproduced familiar home-cultural practices that conflicted with the communicative teaching practices advocated by our program and in their practicum classrooms. Yet they exhibited a strong communicative teaching intent not found in previous studies. Post-lesson reflections revealed how they struggled to balance the competing demands of these two very different systems of ELT practice.

Purpose: This paper aims to analyze the influences of context and methodological differences in how universities confront, report and manage carbon neutrality in selected Andean universities, contrasted with a university in the USA. Design/methodology/approach: A sequential, mixed-methods design, using quantitative and qualitative approaches was applied. The data analysis is based on a systematic literature review with bibliometric analysis to identify how carbon neutrality in universities is understood and applied. Informed by the quantitative analysis, the qualitative phase compared the assessment methodologies, opportunities and obstacles in three Andean universities -- EAFIT in Colombia, EPN in Ecuador and the UC in Chile -- contrasted with MIT (USA) for comparative purposes beyond the region. Findings: The bibliometric analysis points to the evolution of carbon management and carbon neutrality in universities and indicates how universities have applied methodologies and defined opportunities and obstacles. In this comparative experience, the contextual issues are brought to the fore. The conclusions highlight the importance of context in carbon neutrality assessment and argue against crude comparative metrics. While carbon assessment protocols provide data on which actions may be taken, the phase of carbon management development and the specifics of context -- based on local institutional, geographical, climatic, cultural, socioeconomic and national policy conditions -- are far more relevant for identifying actions. Research limitations/implications: This study only considered four universities, and the findings are not generalizable. The argument highlights the point that contextual factors generate important differences that may complicate simple comparisons based on the university's type or size. It also highlights the differences in the carbon calculation methodologies used by the institutions. Practical implications: Results build on the recent publications that document the Latin American context. The article contributes to knowledge about Andean university commitments and actions relating to climate change and carbon neutrality. This knowledge can contribute to how universities in the region seek to apply different methodologies, set targets and the timing of actions and consider their contextual opportunities and obstacles. Originality/value: Comparing university carbon footprints and carbon neutrality plans is an emerging topic, presenting methodological and institutional difficulties. This paper reveals some of these difficulties by comparing parameters, actions and implementation processes against contextual factors. While there is a drive for international and national comparisons and systematization of data on university carbon performance, significant methodological gaps still need to be resolved to account for these contextual factors.

This study explored second language (L2) competence in discontinuous discursive formulaic sequences, namely Chinese correlative connectives (CCCs; e.g. yinwei . . . suy 'because . . . so'), in relation to the determinants of formulaic sequence acquisition by scrutinizing L2 Chinese learners' performance on two controlled tasks. Mixed-effects modeling showed that frequency exerted both positive and negative effects on the task performance of L2 learners on CCCs. Contingency (i.e. the co-occurrence of two constituent connectives) posed a tremendous challenge to the use of obligatory CCCs by L2 learners. In contrast, semantic transparency and first language congruency had a positive effect. The effects of these determinants on L2 performance were qualified by their interactions in different categories of CCCs. The results also indicated that learners were sensitive to frequency and contingency determinants at both construction and constituent word levels. This study enriches our understanding of L2 competence in formulaic language and provides unique insights into L2 learners' knowledge of CCCs.

International branch campuses (IBCs) are gaining popularity among students, institutions, and countries worldwide. Despite the significant interest in this field, few studies have reviewed and analyzed the IBC research landscape. This scientometric analysis examines 173 articles related to IBCs that have been published in the Web of Science Core Collection. The aim is to systematically trace the development, contributors, and topics of IBC research. Through this analysis, researchers can gain insights into the diversified and balanced advancement of IBC research. The study also explores the academic power dynamics underlying IBC research and provides recommendations for future research. Overall, this analysis provides a scientific map for researchers to review IBC research and better understand this field.

Graduating from college is widely associated with social and personal advancement, yet many young graduates are not experiencing these benefits. Drawing on 127 interviews with college graduates in the United States and Spain who face employment precarity or economic instability, this study asks: How do these graduates understand their social positions and worth? How does the institution of higher education shape these understandings? The data demonstrate that respondents in both countries largely describe themselves as stalled or stuck. I argue that these are perceptions of "expectational liminality" stemming from the disjuncture between respondents' expectations and their experiences as college graduates. In addition, I show how three narratives describing the professional/financial success, life course progression, and internal transformation expected of graduates shape respondents' sense of expectational liminality. I discuss the effects of higher education on graduates' self-perceptions in uncertain contexts and the relevance of expectational liminality to other contexts where there are disjunctures between expectations and reality.

Semi-structured interviews with 22 faculty at a fronterizx HSI located at the U.S.-Mexico border revealed the ways faculty perceive, enact, and engage with servingness practice. Findings provide critical insights into the relationship between servingness and faculty as empowerment agents through three culturally relevant themes: "compromiso," "pertenencia," and "empoderamiento." Specifically, participants' conceptualizations of servingness, based on practice, advanced perspectives and enactments of Latinx student support that helped transform their institution to more aptly serve both the academic and non-academic outcomes of Latinx students. Findings raise implications for research and practice.

In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants' learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students' access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

Given a lack of knowledge about the work happiness of PhD graduates across a range of jobs, we explored which employment sectors graduates were entering, their work happiness and what factors influenced their happiness. We surveyed PhD graduates from two US and one New Zealand university. Analysis of 120 graduate responses revealed that nearly 60% were employed in higher education, mostly in precarious positions. Eighteen percent were employed in government and 18% in the private sector (for-profit), with the remainder in private sector (not-for-profit) and teaching. Approximately 82% were happy with their work, with no significant difference between those inside or outside academia. Qualitative analysis revealed the main factors influencing work happiness were having fulfilling work, a good and supportive work environment, work security, a match between the work, their skillset and career expectation, and a desirable location. The study identifies implications for doctoral training and employers of PhD graduates.

The growing fascination with technology and its utilization in the field of education has led to a rise in the amount of scholarly writing examining the adoption of technology in higher education. However, little is known about the status of technology adoption in higher education in literature. Accordingly, this study analyzed the academic literature of technology adoption in higher education through a bibliometric analysis. For this purpose, bibliometric tools related to research activity impact indicators and analysis of coauthorship networks and keywords have been used. The result shows significant interests in the field of research and associated contemporary evolution have been identified and presented. The interest in adopting technology in higher education has shown tremendous growth in the last twenty years and is expected to continue increasing. However, the number of citations has not demonstrated an obvious trajectory. The United States maintains the position of being the leading country in terms of profits within the nation's field, whereas China and Australia are noteworthy due to the significant level of international collaboration. The topic analysis emphasizes future research directions and potential theoretical frameworks in this area to address learning difficulties in higher education. This study highlights the intellectual domain of technology adoption in higher education research, tracking its growth and emergent trends. The results emphasise current developments in research and requirements, as well as offer strategies for the future involving larger-scale collaborations on research and further studies on technology adoption in higher education.

This study aims to reveal the main trends and findings of the studies examining the use of learning analytics in distance education. For this purpose, journal articles indexed in the SSCI index in the Web of Science database were reviewed, and a total of 400 journal articles were analysed within the scope of this study. The systematic review method was used as the research methodology. The first study on the subject was published in 2011, and the publications continued to increase over the years. It was found that the publications on the subject were primarily found in "Computers and Education" and "Education and Information Technologies" journals. It was observed that China, USA, and Spain were the leading countries where the related studies were conducted. The studies primarily used the quantitative method, and university students were included as the sample. In addition, within the scope of learning analytics, it was observed that the data were mainly analysed with "regression analysis", "correlation analysis", "special algorithms-models", "ANOVA", and "cluster analysis" methods. It was determined that the most preferred platforms in the studies were learning management systems and MOOCs, learning behaviours were mostly examined, and log data were mainly used in this process. It was observed that the variables tested in the studies mainly consisted of students' behaviours on the platform, learning performances, communication processes, dropout behaviours and course designs. Furthermore, in the studies examined, the advantages of learning analytics in the context of distance education are mostly related to the possibilities of improving the teaching process, and as disadvantages, it is stated that learning analytics is not suitable for use in some situations, negatively affect students' performances, have limited interaction with students and are an expensive investment.

This study is focused on the analysis of online intercultural competence from a gender perspective. It uses online communications and student self-perceptions to explore similarities and differences. Videoconferencing was used as a tool for communication in higher education. A quantitative and qualitative methodologies were applied, including quantifying content analysis. The sample consisted of pairs of university students. The results show very similar scores between men and women in communication and self-perception in affective aspects. Statistical differences were found in the behavioural communication and in cognitive self-perception. Communications of negative nature are scarce in both groups. This study helps to understand the similarities and differences in students' communication and self-perception in an intercultural online context.

This study dives deep into the evolution of research on teacher emotions (TE), teacher agency (TA) and their role within higher education institutions (HEIs) from 1975 to the present. Combining a meticulous bibliometric and content analysis, the paper has painted a detailed picture of how the academic conversation has developed over nearly half a century. The approach did not just count publications but looked at how they connected globally. The study reveals a rich tapestry of international collaborations, with the United States, Australia and China standing out as key players, showcasing the global interest in this field and its interconnected insights. Another fascinating finding is the uncovering of the multifaceted dimensions of research on TE and TA and the significance of regional and global perspectives in shaping the holistic landscape of the field. The emergent themes, such as 'Language Teacher Emotion' and the significant impact of 'COVID-19' on educational dynamics, are even more intriguing. These themes strongly indicate the field's evolution and responsiveness to the emerging challenges in the contemporary academic landscape.

Despite a key feature of the Fourth Industrial Revolution and a core strength of liberal arts and sciences education, interdisciplinarity is also a noisy buzzword which does not always make sense from an institutional point of view. Traditional interdisciplinary fields take it for granted like fish in the water while, somewhere else, people keep a distance with questions. "Doing" interdisciplinarity faces additional boundary challenges due to strong gravitational forces that are national, historical, and increasingly from between college and workplace. For a higher education institution whose vision for robust interdisciplinarity is rooted across these boundaries, it is not enough to set up a curriculum, hoping that once and for all the train of interdisciplinarity will roar on. In reality, it may take a higher magnitude of interdisciplinarity and constant enabling mechanisms to balance out certain gravitational forces, such as the pro-STEM and pro-exam tendencies in Chinese higher education. This study surveyed the inaugural undergraduate class of Duke Kunshan University (DKU) as well as its undergraduate faculty to propose a theory of change for scaled interdisciplinarity. The resulting theory of change elaborates on an actionable definition of interdisciplinarity using a vocabulary common to college and workplace, a mobility lens for measuring and leveraging different and especially higher magnitudes of interdisciplinarity, and a linchpin mechanism for energizing this mobility so that interdisciplinarity is more entwined with other institutional facets of teaching, learning, and research.

In recent years, higher education systems worldwide have been marked by a considerable expansion of work-based higher education (WBHE), with the institutional spheres of academia, industry and state increasingly coming together. We take the case of WBHE to analyse institutional arrangements in the different skill formation systems of France, Germany and the United States. We ask: Which factors drive the development of WBHE programmes and how does their governance compare across the three distinct country settings? The study finds that the growth of WBHE in all three countries indicates a reconfiguration of education and training governance of high skills. Nonetheless, actor constellations, organizational interests and especially the degree of state intervention surrounding WBHE remain anchored in long-standing national skill formation patterns.

We are two women international students from the Global South, situated in Turkey and the U.S. respectively. In this article, we utilize autoethnography to critically reflect on our intellectual, emotional, linguistic, and cultural growth during a virtual exchange program that we participated in during the COVID-19 pandemic. Through this co-exploration, we re-reflect on and analyze our experiences as participants in a COIL program to consider, more broadly, the evolution and trajectory of virtual mobility in an uneven knowledge landscape. Collectively, we improved our English language skills through our exchange, while simultaneously resisting a deficit orientation of English language learning. We also expanded our epistemic and discursive horizons, learning about the vibrant and thriving cultural traditions, thought traditions, and religious/spiritual traditions of Turkmenistan and India, our home countries. Through technologies such as Zoom and WhatsApp, we discovered each other's personalities and backgrounds, centering sisterhood along the way. We framed our analysis through a critical internationalization perspective, delineating the challenges and limitations of virtual exchanges and arguing for equitable, transformative exchanges that honor southern epistemologies.

Online courses have become increasingly popular in education and professional development because of their user-friendliness, accessibility, and ability to provide specialized training beyond formal education for workforce preparation. We demonstrate the efficacy of using a Massive Open Online Course (MOOC) to teach specialized engineering concepts through the case study of a multi-body gravitational dynamics course; this topic is not typically taught in undergraduate courses but essential for specialized roles in aerospace engineering. Our use of MOOCs to bridge the knowledge gap between engineering education and practice represents a critical advance in tools for workforce preparation. Our MOOC, Designing the Moonshot, was released to the public in June 2021 and again in June 2022 as part of an international virtual event entitled OrbitCamp (originally called AstroCamp) where we collected data from a sample of 840 participants to study learning gains through pre-post testing and retention. Participant drop-off rates were steep (66% of participants did not complete the first module) but lower among men and those with higher degrees. Statistical analysis demonstrated that participants gained significant knowledge on the 12 (of 14 total) learning outcomes for which sample sizes were sufficient. Some of this knowledge was retained three months after OrbitCamp. These results support the use of MOOCs as a tool for furthering the expertise of the engineering workforce in highly specific domains.

Student perceptions of open education, both open educational resources (OER) and open pedagogy, are typically reported as positive in research studies. However, there is a need for controlled research to better understand the specific effects of open education. Furthermore, it is not understood how faculty gender, often noted to be influential in student perceptions of courses, interacts with open education. The current study addressed these issues in a controlled experiment in which college students (N = 413) were randomly assigned to read vignettes of course descriptions that varied based on textbook type (OER or commercial), pedagogy (open or closed), and faculty gender (woman or man). Students who read vignettes with OER reported higher expectancy for success in the course, inherent interest and enjoyment in the course, and personal relevance for the course than those with commercial textbooks. Furthermore, task effort was perceived as lower in courses with OER compared to commercial textbooks. In the vignettes, faculty who used OER were perceived as warmer and more competent than faculty who used commercial textbooks. Students indicated the course would incur greater emotional cost (e.g., stress, anxiety) when it had a professor described as a woman using a commercial textbook compared to an OER. No such difference was noted for the professor described as a man. Overall, the findings indicated that students noticed and perceived the type of textbook (OER or commercial) as an important factor for motivation and professor warmth and competence.

Open educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021-2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types.

Previous research has highlighted best practices for community engagement, problematized server/served approaches to communities, and identified both barriers and benefits for students engaged in this coursework. What is lacking, however, is a deeper examination of students who participate in community engagement in their own home communities. The purpose of our study is to better understand the impact and outcomes of community-engaged coursework through the lens of our students' intersectional identities. We argue that their unique social positions as both students and community members on the Mexico-U.S. border offer a window into understanding how students may participate in community-engaged coursework differently when they are members of the communities they are engaging with.

In this study, we explore the perceived stress and self-regulation of four Chinese international students (CISs) at a public research university in the southeastern United States (U.S.) during the COVID-19 pandemic through individual semistructured interviews. The identified themes include travel restrictions and delayed required tests, mixed experiences after arrival, differences in education systems, inadequate English preparation and performance, cultural and living adjustments, and limited self-care and coping strategies. The implications of these findings emphasize the importance of self-regulation, a deeper understanding of the challenges faced by international students, and considerations for related policy and practice, as well as directions for future research.

High-impact practices (HIPs) in higher education, such as global community engagement programs, enhance student learning and lead to increased levels of civic involvement among graduates. However, it is unknown if participation in a global community engagement/service-learning program affects the development of cultural competence. The purpose of this study was to determine if student and faculty participation in a two-week community engagement/service-learning program in Guatemala would result in intercultural development measured using the Intercultural Development Inventory (IDI) tool. Participants were recruited from a graduate physical therapy education program in the U.S. and completed a pre- and post-trip IDI. Data analysis revealed no statistically significant change in IDI scores after the global community engagement/service-learning program.

Virtual exchange emerges as a high-impact practice in global learning. Leveraging online technology, this pedagogical approach offers intercultural learning opportunities among students across borders. This study explored collaboration between U.S. and South Korean college students by examining student learning and engagement in virtual exchange. The virtual exchange project in this study was designed to enrich U.S. students' learning of Korean songs and enhance their vocal performance. Utilizing the community of inquiry (COI) framework, we analyzed student engagement across cognitive, social, and academic dimensions to assess the effectiveness of the virtual exchange project. Findings revealed that the presence of cognitive, social, and academic engagement was crucial for project success. Although limitations and challenges in maximizing virtual exchange effects were identified, the overall results illustrate the potential of global exchange to enhance student learning of non-Western songs and their vocal performance. This study informs future research on designing high-impact learning practices at a higher education institution to foster intercultural collaboration within a student-centered framework.

How can we create a "global-at-home" learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of U.S. and Chinese university students who served as MOOC teaching assistants for course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in communication with course participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. This study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection skills.

Intercultural dialogue is an essential component of intercultural citizenship, i.e., students' ability to address complex societal issues. With more interconnected problems comes an increased need for students to communicate and collaborate with people from differing backgrounds. This pilot study combined the framework of Intercultural Citizenship (ICit), and the United Nations' Sustainable Development Goals (UN SDGs) related to the environment with Virtual Reality (VR) and Virtual Exchange (VE) to investigate the students' application of ICit. Fifteen learners of German, consisting of university students of German in the United States and international students studying at a German university, met in dyads or triads in VR over six weeks and worked on independent projects, each focusing on a societal environmental issue of their choice. Analyses of the data (pre-project and postproject surveys, weekly journal entries, project presentations) revealed that participants applied their intercultural competence. Some students showed a shift of emphasis: While at the beginning they were more concerned with linguistic elements of the German language they were focused on the topic of their project toward the end of the project. Finally, participants appreciated the VR setting for building relationships, communicating, and applying intercultural competence in an authentic setting. This study underscores the potential of advancing ICit and intercultural communicative competence through a VR-VE format, emphasizing VR-VE's potential in fostering relationship-building between students. This format offers students practical experience in navigating and appreciating the complexities of intercultural communication.

As opportunities for face-to-face teaching, in-person conference attendance, travel, professional exchanges, digital collaboration, and formal institutional and organizational partnerships have gained traction, English language teaching (ELT) professionals have the chance, once again, to engage in numerous types of collaboration. In this article, the authors begin by presenting a case study of their own cross-cultural partnership. Their collaborative efforts, which took place in both face-to-face and virtual modalities, centered on a joint ELT research project and related activities. In their case-study presentation, they describe the circumstances that led to their collaboration; the authors also provide a snapshot of the emphases of their joint research, the research-related activities that they engaged in, and the results of their efforts. The authors then turned to the lessons that they learned from their collaboration, lessons that they have framed as tips for successful collaborative efforts.

Purpose: The study aims to explore the demographics, perceptions, and predictors of job satisfaction of Chinese/Korean faculty and American/British faculty at Japanese universities. Design/Approach/Methods: The data from a national survey of these faculty conducted in Japan was analyzed. Findings: The study suggests that Chinese/Korean faculty tend to be distributed across all the disciplines with senior positions and have higher scientific achievements and Japanese language proficiency, contributing to their better recognition and engagement at Japanese universities. Their job satisfaction was more inclined to be influenced by the intangible factors from the environmental conditions. Whereas American/British faculty were mainly hired in Humanities and Social sciences at mid to high positions, having lower Japanese proficiency and scientific achievement, which results in their perceived lower recognition and participation at Japanese universities. However, they tend to have a higher evaluation of working conditions at Japanese universities and express higher job satisfaction. Their job satisfaction was predicted by various factors, including intangible factors and tangible factors. Originality/Value: The study was the first attempt to explore international faculty's job satisfaction in Japan. The key findings shed light on the situation of international faculty in Japan and help to better support international faculty practically.

This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students' perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.

Although Chinese has become one of the most influential second/foreign languages in the world, teaching Chinese as a foreign/second language (CSL/CFL) abroad faces great challenges. M-learning and mobile-assisted language learning (MALL) display great advantages to facilitate second language learning, including CSL/CFL. However, most research was related to English as a second language (ESL) learning. Although mobile-assisted CSL/CFL learning has developed rapidly and steadily, most of these studies were conducted in mainland China and published in Chinese, which was very difficult for non-Chinese speakers to understand. Therefore, researchers should make more efforts to study mobile-assisted CSL/CFL learning abroad. With this in mind, a systematic literature review was conducted to determine the status and trends of this topic. Considering the inclusion and exclusion criteria, 28 articles published between 2010 and 2022 were selected from Scopus and WoS databases. Publication information, research methodology, participant characteristics, mobile technologies, and research findings were summarized and reported accordingly. This review also addressed the limitations of previous research, based on which the related researchers and practitioners could make more efforts to focus on the weaknesses of mobile-assisted CSL/CFL learning.

This study examines reverse acculturative stress among Saudi students returning to their home country after studying in the USA. A study on Saudi students is particularly important due to scant empirical attention on Middle Eastern students. Given the population size of returning Saudi students, it is worth analyzing their adaptation to their home country, especially as the KSA has renewed its efforts at "saudification of the workforce," a goal that relies on a highly educated population. 96 university students participated in the study. Because of the gap in values between Saudi Arabia and the USA, the study hypothesized that Saudi returnees who reported higher levels of reverse culture shock would report lower life satisfaction and quality of life. Additionally, the study posited that students' identification with their Saudi heritage would correlate negatively with reverse culture shock. A novel tripartite intervention model is proposed to reduce reverse culture shock.

Chinese international students' well-being is an important part to notice with the rapid number of Chinese international students (CIS) in the U.S. and the increasing number of depressions in college. A systematic review of articles using analytical methods was conducted following the PRISMA guidelines. 1600 studies were initially reviewed from EBSCO, ProQuest, etc. After examining inclusive and exclusive criteria, 30 studies were included in the full review. 19 psychological factors associated with CIS's well-being were found. Results showed that social support is positively associated with CIS's well-being and is correlated with acculturative adjustment for improving psychological well-being. This research revealed the importance of considering cultural psychology in mental health professions, such as acculturation, language issues, and social support. When this population reports depression, anxiety, or academic stress symptoms, mental health providers need to be aware of these impacts and provide psychoeducation for counseling services in the U.S. college. [Note: The page range (529-551) shown on the PDF is incorrect. The correct page range is 529-550.]

United Nations Sustainable Development Goal 4 (SDG 4) focuses on education and seeks to promote inclusive, equitable, and quality education, providing opportunities for all. In this context, it seeks to promote intersectionality (gender and ethnicity) as a fundamental factor in education, and in science, technology, engineering, and mathematics (STEM) careers in particular. Similarly, it aims to support programs that include the gender gap in their studies to mitigate the lack of Indigenous women and/or students from native peoples in STEM careers. The objective of this work was to carry out a categorization of programs aimed at Indigenous students in their processes of access, retention, and follow-up in STEM careers, with the purpose of making visible the variety of approaches and programs that have been created in different regions of the world. A systematic review was conducted to analyze the programs, and the classical content analysis method of scientific production was employed. The main results of the analysis are classified into three main categories: the characteristics of the studies, the programs, and their results. In relation to the study's contribution, the aim is to generate knowledge and understanding of the programs identified to promote the inclusion of this underrepresented population in STEM education.

Asian international students continue to suffer from sexually harassing behaviors on college campuses. However, there has been little to no reporting of the incidents that cause their distress. Drawing on narratives of Asian international students in a predominantly white institution, the current study examines the barriers that these students face while reporting a case formally to the institutional representatives. The findings suggest that the severity of the case, lack of departmental support, fear of retaliation and peer relationship are among the major factors that hinder them from making a formal report. Implications of this study lie in informing the institutional policies and departmental practices to design more inclusive environment for the international students.

Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

This study considers the experience of education abroad alumni through a social justice lens. We leverage literature that places systemic change at the fore, underscoring the importance of addressing deeply ingrained attitudes, behaviors, and perceptions that perpetuate systemic inequalities or hinder progress. Practitioners and scholars have called into question the problematic, essentialist roots of study abroad while advocating for increased accessibility to education abroad. Building upon this priority, this article is oriented with a critical consciousness framework. The findings show the profound transformative impact of the study abroad experience on the personal lives of alumni, the level of career integration in their professional development, and the direct correlation between program design as it relates to social justice orientations. This project addresses a gap in the scholarship by focusing on longitudinal, qualitative data for action and the influence of alumni in increasing access to education abroad for the next generation.

The main purpose of this research is to comparatively examine the views of social studies teacher candidates in Turkey and the USA towards war and peace, and to reveal the similarities and differences. In parallel with the increasing violence and wars in the world, literacy of peace has become a concept that attracts more and more attention. Each country includes war and peace issues in its curriculum in different ways. Literacy of peace has become one of the basic elements of citizenship education in democratic societies. Social studies is one of the most powerful components of citizenship education. In the social studies course, while trying to raise patriotic individuals by teaching about the wars of the past, they are also trying to raise democratic citizens who have gained peace awareness. The research is a descriptive study in which quantitative and qualitative research methods are used together. As a quantitative data collection tool, The Attitude Inventory Regarding Peace and War developed by Bizumic et al., was used. Moral dilemma stories were used as a qualitative data collection tool. Qualitative and quantitative analysis techniques were applied together to transform the obtained data sets into findings. Working group of the research is 60 teacher candidates in total, 30+30 each studying at state universities in Türkiye and the USA. Descriptive analysis method was used to analyze the data. A comparative analysis of participants' perspectives on war and peace can give us an idea about how war and peace can be included in the teaching process. According to the results of the research, it was seen that the attitudes towards peace of the participants from both countries were high and when compared, the attitudes of the participants from the USA towards peace were higher than the participants from Turkey. The findings of the qualitative analysis also support this conclusion.

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs' home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

A former United States government senior policy advisor recommended that each university ought to formulate an Africa strategy within its long-term strategic objectives. This study explored the potential for historically black colleges and universities (HBCUs) to further engage with Africa as a sustainability strategy, with an eye toward sustaining their missions and enhancing their global impact. The study utilized AutoHBCUology™, a multi-phase originally constructed mixed methodological design. The findings shed light on the multifaceted landscape of sustainability pathways and leadership commitment to internationalization with Africa among senior-level leaders at HBCUs. The emphasis on institutional leadership, stability, connectivity, and repositioning as pathways to sustainability underscores the multifaceted approach required to ensure the long-term viability of HBCUs in an ever-evolving educational landscape. The specific examination of leadership commitment to internationalization with Africa reveals a strong inclination toward professional high-level engagement, particularly through conferences and discussions with African Ministries of Education and institutions. However, fiscal resource allocation for internationalization with Africa may not be a high priority compared to other considerations. Nevertheless, the commitment to student-related activities, such as encouraging faculty, staff, and students to engage in educational exchanges, signifies a proactive stance toward fostering international experiences with Africa. Despite constraints, targeted Africa engagement may promote HBCU sustainability. Overall, this study aimed to initiate critical dialogue on typically unexplored sustainability dimensions for HBCUs in partnership with African nations.

The COVID-19 pandemic has impacted academic labour, with women being disproportionately negatively affected. This scoping review provides an exploratory snapshot into the corpus of literature investigating the impact of the pandemic on academic labour. We used a set of criteria to first identify the 86 titles from which we selected 45 as the data set. We analyzed the data on characteristics of location, investigative methods, publication information, and discipline. The findings showed that most of the data were global in context; used primarily qualitative methodologies; published in a wide variety of journals; and spanned diverse disciplines, including science and health, education, business, sociology, and political sciences. We then analyzed the data thematically. The themes we identified were gender inequity, identities and intersectionality, performing work-home binaries, and invisible labour. We added a fifth theme, lived experiences, consisting of women academics' firsthand accounts. We consider this theme unique, despite its overlap with the other themes, because it is evidence of women academics telling their personal stories. We discuss how our findings show that pandemic conditions worsened existing inequities. The solutions most often cited in the data place emphasis and responsibility on the individual, but we argue that institutions should instead be responsible to redress inequities through improving workplace labour processes. Our research can aid future research on how policy theory can inform socially just policies and practices in the post-pandemic university.