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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.

This research aimed to analyse the literature regarding Local and Indigenous Knowledge (LIK) in science teaching and learning. This research uses a Systematic Literature Review (SLR) to identify articles focusing on studies regarding LIK in science education. This research explores 52 articles from Scopus and Web of Science published between 2014 and 2023 from various countries. The SLR results show that the number of publications increased yearly. LIK is a recognised research topic in various countries, such as Indonesia, the United States, Canada, Australia, and African countries. The SLR results also show types of LIK consisting of daily lifestyle behaviour, system development in society, and knowledge and practice of investigation by the community. These types related to issues in science issue of climate, ecology, medicinal plants, and astronomy. These issues are studied from the perspective of indigenous knowledge, which is harmonised with modern scientific knowledge. LIK implementation strategies in science learning include community-based and place-based education learning development strategies. Implementation of different strategies is the development of a formal curriculum that accommodates LIK, such as Cross-Curriculum Cultural Priorities, Integration of medicinal plants as important content in K-12 curriculum subjects in the USA, Development of chemistry and physics practicums based on knowledge of indigenous communities and culture, and curriculum development in Traditional Ecological Knowledge (TEK).

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.

The generation, use, and analysis of educational data comes with many promises and opportunities, especially where digital materials allow usage of learning analytics (LA) as a tool in data-based decision-making (DBDM). However, there are questions about the interplay between teachers, students, context, and technology. Therefore, this paper presents an exploratory systematic scoping review to investigate findings regarding LA usage in digital materials, teaching, and learning in K-12 mathematics education. In all, 3,654 records were identified, of which 19 studies met all the inclusion criteria. Results show that LA research in mathematics education is an emerging field where applications of LA are used in many contexts across many curricula content and standards of K-12 mathematics education, supporting a wide variety of teacher data use. Teaching with DBDM is mainly focused on supervision and guidance and LA usage had a generally positive effect on student learning with high-performing students benefiting most. We highlight a need for further research to develop knowledge of LA usage in classroom practice that considers both teacher and student perspectives in relation to design and affordances of digital learning systems. Finally, we propose a new class of LA, which we define as guiding analytics for learners, which harnesses the potential of LA for promoting achievement and independent learning.

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

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first presented. Second, the effects of interventions in relation to the study characteristics and outcome variables were examined, by comparing the mean effect sizes. The findings demonstrate positive effects of ILS&T instruction for all reported student learning outcome variables. Third, the relation between characteristics of the intervention and effect sizes was analysed. Interventions with higher levels of integration, a short duration, and teacher professional development activities produce higher effect sizes. These findings are relevant for the design of ILS&T interventions. The analysis was challenged by a lack of detailed information in study and intervention descriptions, which prompts a call for scholars to provide more comprehensive information in their intervention studies.

This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States, Turkey, Taiwan, South Korea, Ireland, England, Colombia, Macedonia, India, Thailand, Slovakia, Indonesia, Spain, Malaysia, Finland, and Ukraine. The research findings provide an overview of chemical materials that students often experience misconceptions about and the types of misconceptions about these chemical materials. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

Poor numeracy skills among remedial pupils remained a critical issue for Malaysia to achieve educational goals. This systematic literature review identified research trends and evidence-based practices on teaching aids to enhance remedial mathematics instruction. The review followed PRISMA model through four phases, searching WoS and Scopus databases to analyze 29 studies from 2014 to 2023 that met the inclusion criteria. The predominant focus was on Indonesia, Taiwan, Malaysia and the United States. Mainly quantitative and qualitative research designs were utilized. Findings revealed diverse teaching aids were proposed, including digital technologies such as systems, smartphone apps, games, multimedia, augmented reality, virtual reality, as well as manipulatives, number lines and instructional modules. Both digital and handson manipulative teaching aids have been applied in remedial mathematics interventions with promising results. Key findings indicate the effectiveness of teaching aids depends on alignment with pupils' individual needs and suitable pedagogical approaches based on local context. Implications emerge for developing new teaching aids and teacher training tailored to local remedial mathematics learners. Rigorous research is needed, particularly in the Malaysian context, to evaluate the usability of teaching aids over time. Investing in specialized teaching aids and aligned instruction will help provide quality remedial mathematics education. This review highlights promising teaching aids and gaps to build essential numeracy skills among remedial pupils in Malaysia for equitable math outcomes.

There is a consensus in language learning and teaching that the concept of authenticity in the classroom is beneficial to the learning process. This phenomenology case study explored 31 EFL high school students' perceptions about the authenticity of using English as the language of instruction during synchronic lessons with U.S. teachers. Data was collected from two synchronous interactive lessons and students' open-ended reflections. A thematic content analysis was adopted to examine themes on perception, motivation, and participation. The findings revealed students' insights into their learning experiences through synchronous interactions with teachers, highlighting how authentic learning gave them opportunities to practice communication strategies and learn vocabulary incidentally. This study provides pedagogical implications for integrating authenticity in foreign language classrooms.

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

Given the recent upsurge in publications investigating authentic leadership in education since 1997, this study was carried out to review scholarly publications on authentic leadership in educational research, drawing on a database of 91 studies published between 1997 and 2021. Descriptive methods were employed to identify the features of the related literature with respect to the volume of publication, journal and geographic distribution of the literature, types of studies, authorship trends, citation impact, measurement instruments, research methods, identified antecedents, mediators, moderators, and outcomes of authentic leadership in educational research. The results revealed that the published research consisted mostly of empirical studies. The analysis also revealed that more qualitative methods have been employed in recent years. Significant relationships were also found between authentic leadership and different outcomes (e.g. performance, satisfaction, trust in the leader). Recommendations were provided to improve the quality of the authentic leadership literature.

With the rapid development of economic globalization and educational internationalization, overseas education has emerged as a pivotal trend in the current global education landscape. Employing bibliometric methods, this study conducts co-citation and co-occurrence analyses using VOSviewer and Bibliometrix software to scrutinize 1985 publications related to overseas education retrieved from the Web of Science database from January 2000 to November 2023. Statistical findings reveal a steady growth trend in overseas education research over the past two decades, with the USA, China, and England identified as the highest contributors. Co-citation analysis unveils that the knowledge foundation of overseas education research primarily emanates from the fields of linguistics and education, giving rise to research themes such as language acquisition, identity, and learning experiences. Co-occurrence analysis demonstrates that research hotspots in overseas education are concentrated in six directions: higher education and international students, internationalization and intercultural competence, language acquisition, identity, and study abroad, student mobility, globalization, and internationalization of higher education. Based on bibliometric analysis, this study proposes future research recommendations, including enhancing research on the mobility of specific groups of international students, strengthening studies on the overseas education market, addressing new dynamics in overseas education in the post-COVID-19 era, and intensifying research on the academic achievements of international students. This study provides scholars in the field of overseas education with an in-depth understanding of the knowledge structure and developmental trends, offering a solid foundation for future research.

Social contagion, the process whereby psychological states spread from one person to another, is a pervasive phenomenon. However, this has not been adequately explored in the educational context, especially in relation to the social contagion between principals and teachers. This study aimed to examine the social contagion of job satisfaction from principals to teachers and its implications for instructional quality (i.e., clarity of instruction and cognitive activation). We made use of the Teaching and Learning International Survey (TALIS) 2018 data and drew on 47,315 teachers and 3008 principals from two cultural groups: Confucian societies (Japan, Taiwan, Korea, and Shanghai) and English-speaking societies (Canada, Australia, New Zealand, United States, and United Kingdom). Results of multilevel mediation analyses revealed that principal job satisfaction was related to teacher job satisfaction, providing support for the principal-teacher job satisfaction contagion. The job satisfaction contagion was subsequently associated with teachers' clarity of instruction and cognitive activation in Confucian societies, but only cognitive activation in English-speaking societies. Teacher job satisfaction was associated with both instructional quality indicators in both cultural groups. The study provided evidence of the social contagion of job satisfaction between principals and teachers. Study results also demonstrated how the contagion of job satisfaction is subsequently associated with teachers' instructional quality across different cultural contexts.

Adaptive help-seeking as a learning strategy can influence learners' learning outcomes. Learners in online learning environments need more self-regulation and especially more help-seeking strategies. A systematic review was conducted to explore help-seeking strategies in online learning environments. A search on help-seeking strategies in online environments in Educational Research Information Center (ERIC) and PsycInfo yielded 36 peer-reviewed articles that met the inclusion criteria for this study. Karabenick and Knapp's categories of help-seeking (formal help-seeking, informal help-seeking, instrumental activities, lowering performance aspirations, and altering goals) were used to review the strategies employed by students in online learning. The results show that there is an extreme lack of research on learners' psychological decision-making process when they lower performance aspirations or alter their goals. Moreover, most studies focus on the learners' formal and informal help-seeking behaviors in online settings. Since much research has been limited to small case studies that are not always generalizable, future studies are encouraged to include more instructional contexts and personal variables like gender, age, educational background, and mastery of computer skills. To avoid biases that may occur in self-reporting studies, recommendations are made for future studies that use more subjective methods to trace their actual help-seeking behaviors.

This study aims to make a bibliometric analysis of the augmented reality articles carried out with the experimental method between 2012 and 2022 in the Scopus database. To realize the aim of the research, 255 articles published between 2012-2022 were reached. The bibliometric data of 255 articles from the Scopus database were analyzed using VOS viewer 1.6.18 software and visualized with the Tableau software. According to the research findings, 255 articles were produced by researchers from 49 different countries. According to co-authorship networks, six different clusters were formed. National Taiwan University of Science and Technology is the leading institution in AR research with the experimental method. The 255 articles reviewed were published in 159 different journals. Interactive Learning Environments journal ranks first with 13 publications by far, while Computers and Education journal stands out with 878 citations in terms of the number of citations. When the keywords used in the articles were examined, it was seen that the concepts of virtual reality, mobile learning, motivation, and cognitive load came to the fore. The results obtained within the scope of the research were shared by discussing with other study findings obtained from the literature.

Scientific literacy has become the goal of science education throughout the world. To assess scientific literacy, the development of a scientific literacy instrument is imperative. Several scientific literacy instruments have been created, such as those for the Programme for International Student Assessment (PISA) and Project 61 for Science for All America. In this study, the authors conducted a systematic literature reviewof journal articles that report on the development of instruments to measure scientific literacy. This study used Publish or Perish 7 software to study all related articles from the SCOPUS database using keywords related to scientific literacy instrument assessment. The result shows that of 290 articles there were 46 articles that developed scientific literacy instruments and 43 articles that used at least one framework to create scientific literacy instruments. This study found 12 frameworks that had been used to develop scientific literacy instruments. However, the authors also found an article that did not use any framework to create a scientific literacy instrument. In this article, the authors discuss the trend of scientific literacy instrument development and its framework, how the framework has been used, and possibilities for future studies regarding the development of scientific literacy instruments.

This research is a bibliometric study that focuses on publications containing both terms "technological pedagogical content knowledge" (TPACK or TPCK) and "science, technology, engineering, arts, and mathematics" (STEAM). The former addresses knowledge that teachers are expected to gain, whereas the latter addresses a new integrating subject field. Both terms dominate contemporary education research, especially in relation to technology and its impact on education. These two terms have been researched individually by bibliometricians. The aim of this research is to examine articles that combine these terms, as there seems to be a lack of such studies. With the help of the Scopus platform, 2,608 articles published since 2007 were collected and analyzed.

The purpose of this review was to analyse empirical studies related to reducing mathematics anxiety in the classroom. A scoping process was used to locate literature, and a thematic method was used to analyse and group the data obtained from the studies. A total of 14 articles published between 2014 and 2022, mostly using mixed-methods approaches, were analysed. The data indicated that mindfulness strategies, sustained exposure and support, and addressing affective factors, such as distractions, negative emotions, and motivation, has been shown to reduce mathematics anxiety levels of students. Possible implications for reducing maths anxiety in the classroom and opportunities for further empirical research are presented.

This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications. Based on the findings, implications for further studies are drawn.

Despite their centrality to undergraduate teaching in U.S. universities, few studies focus on ITA's and their experiences within ITA training classes. Through a multiple case study of two In-Service ITA's (China, Taiwan) investments (Darvin & Norton, 2015) in one such class, it became clear how idiosyncratic are perception of these courses: one ITA's profound negativity involved accusations of institutional racism, yet another flourished through the class. Data included journaling, interviews/ stimulated recalls, course assignments, and classrooms (ESL and departmental) observations. Findings, presented as narrative then as conceptual configurations of investments, explained their experiences bifurcated due to their disparate teaching experiences and to policies decisions made within one's home departments. This study expands the scope of ITA and investment research by connecting macro and micro-level aspects. Pedagogical implications are to center pedagogy on learners' investments, utilizing reflexive activities to prevent misaligning the course with learners' identities, ideologies and desired capital.

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type article is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.

The purpose of this study is to investigate the use of both formative and summative assessment in Taiwan and the United States. The focus is on the comparisons between undergraduate and graduate students and between U.S. and Taiwanese students in their attitudes toward the use of assessment in higher education. Responses from 349 undergraduate and graduate students from Taiwan and 97 undergraduate and graduate students from a large city in the United States were used for chi-square test, multivariate analysis of variance, and independent samples t-test. The two groups of students were comparable with respect to the distribution of gender and grade level. Results suggest no statistically significant difference with respect to the forms of assessment: self-assessment, peer assessment, and teacher assessment. As for the tools of assessment, attendance, class participation, homework, reading report, quizzes and exams were used more often in the classrooms in Taiwan whereas learning diary, essays, display, and projects were used more often in the United States. Students in Taiwan also agreed more to use a combination of all forms of assessments in comparison to their American counterparts. As for the contents of assessment, students in Taiwan endorsed more on the perception that assessments should include aspects of cognition, skill, and attitude. Results from this study provided information about the use of formative and summative assessment in Taiwan and the United States and student perspectives of its use. Findings from this study might be helpful for the U.S. and Taiwanese instructors to learn from each other and to meet their students' expectations in the use of assessment.

The present study aimed to reveal science education research (SER) general trends via VOSviewer version 1.6.17 software program. For this purpose, a bibliometric analysis of 13,242 articles in the Education and Educational Research (E&ER) category of Web of Science (WoS) was performed. It was found that there was a significant increase in article counts since 2007, and that the most articles were published in 2020. The first conclusion of the current research was that funding support is an important factor in SER article counts published in WoS. The bibliometric analysis results showed that the most frequently used keywords in SER articles were science education, STEM/STEM education, nature of science, assessment, professional development, science, scientific literacy, argumentation, gender, and conceptual change. Another conclusion of this study was that science education researchers' interest varied according to certain year intervals. The study revealed that the most preferred topics were nature of science and professional development during 2007-2021. Additionally, research interest in the topics of conceptual change, scientific literacy, chemistry education, and attitudes during 2007-2016 declined during 2017-2021. The top four research topics in recent years were STEM, argumentation, self-efficacy, and motivation. The countries where most publications came from were the USA, UK, Australia, Turkey, and Canada. The results of this study showed that science education researchers' interest varied according to countries. The results of the study revealed that STEM/STEM education is mostly referred to in articles from the USA, Australia, UK, Taiwan, and Canada. Additionally, while there was more interest in the nature of science in the USA, Turkey, UK, and Canada there was more interest in argumentation in the USA, Turkey, UK, and Taiwan. Additionally, this study revealed the most cited SER articles' distinctive features and strength collaborations between countries and between authors. The results provided a comprehensive review to understand the recent developments in the SER.

There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of researchers from the USA, Australia, Canada, several European, and few Asian countries through collaborative research networks; (3) research on teacher educators is primarily spread in general teacher education journals; (4) the main topics regarding teacher educator research area are: professional development, professional identity, works, and practices.

Spherical video-based virtual reality (SVVR) is a form of virtual reality that employs 360-degree videos to immerse learners in virtual environments. As SVVR can simulate realistic experiences, the current trend of language education is towards more use of it. To examine its current status, this study systematically reviewed 31 articles on SVVR-enhanced language education from the perspectives of Analysis, Design, Development, Implementation, and Evaluation (i.e. the ADDIE model). The results indicate that the main affordances of SVVR include providing learners with authentic and immersive learning experiences, enabling content visualization, and giving learners a sense of freshness. The most popular pedagogical mode is to immerse and situate students in scenes, landscapes, city views, and real-life scenarios in SVVR. The associated language learning activities can be writing, speaking, and listening practices, as well as grammar, vocabulary, and culture learning. Scaffolding strategies such as providing guided questions for students' exploration and engagement in SVVR and conducting collaborative or problem-based learning, as evidenced by several studies, seem effective. The effects of SVVR-enhanced language education are mainly evaluated through tests, questionnaires, interviews, and reflection papers. Based on the results, we propose future research and development directions for researchers and practitioners interested in SVVR-enhanced language education.

In this paper, I theorize my becoming as a transnational trans* scholar through posthuman autoethnography. Grounded in Deleuzian ontology, I conceptualize trans* as a dynamic, fluid capacities beyond fixed gender categories. I use vignettes, diary entries, text messages, conversations, and photos as multiple thresholds where things collide, creating opportunities. Building on [Puar, J. K. (2012). "I would rather be a cyborg than a goddess": Becoming-intersectional in assemblage theory. "PhiloSOPHIA," 2(1), 49-66] and [Nicolazzo, Z. (2021). Imagining a trans* epistemology: What liberation thinks like in higher education. "Urban Education," 56(3), 511-536], I introduce Trans*-Assemblage thinking, which involves understanding "trans* both as an assemblage and within assemblages." This approach offers an innovative both/and framework for education, emphasizing fluidity, complexity, and pluriversality in rethinking gender, posthumanism, and social justice in educational studies.

Purpose: Adapted physical activity (APA) provides children and youth with disabilities more opportunities to be physically active. Nevertheless, it is not well known how APA implementation in different services has benefited them. This study reviews the existing literature on APA interventions to identify characteristics and program descriptions, and to primarily synthesize information relating to the goals, for children and youth with disabilities. Methods: A literature search was performed using (1) electronic databases Scopus and EBSCO ALL and (2) manual and individual scrutinization of the four major APA journals. The characteristics and program were summarized narratively, and outcome items were extracted using the established International Classification of Functioning, Disability and Health: Children and Youth version (ICF-CY) linking rules. Results: Thirty-five APA intervention studies published between 1987 and 2020 (with the majority in North America, since 2000) were included. Children with autism are the largest target group. Rich and diverse programs implemented were proved to be effective. Among the 184 outcome items coded within the categories of ICF-CY, 48% focused on Body Functions while 52% focused on Activities and Participation. Conclusions: This scoping review provides APA professionals and non-professionals (e.g. guardians) a broader and systematic overview on existing APA interventions for children and youth with disabilities.

Recent studies have shown contradictory results on the influence of digital technology on the level of reading comprehension performance in college students. This paper examines the existence of differences in reading comprehension between the use of digital technology and traditional support in college students. A meta-analysis of international publications between 2012-2022 is carried out with a total sample of 481 students. The results indicate that technology has not an average positive effect on reading comprehension. The study evidences improvement in students' reading comprehension with printed medium with an effect size of 0.19. The practical implications should be aimed at stimulating research with new digital resources and increasing educational actions on teaching methodology in the classroom.

A scoping review of qualitative, quantitative, and systematic reviews published between 2011 and 2021 was conducted on strategies to educate college students and studies investigating students' knowledge, attitudes, and perceptions about sexually transmitted infections (STI). This scoping review aims to understand college students' STI knowledge, attitudes, perceptions, and educational strategies employed to educate them about STIs. A total of 329 articles from different countries were examined. Fourteen of these articles were used in this review. The consensus was that college students need comprehensive sexual health education regardless of previous school-based sex education. Interventions included STI information, information on how to use condoms, where to obtain them, and how to talk to a partner about their use. Peer-led education reported the most successful outcomes. Understanding how college students feel about STIs can aid in developing educational interventions that are more specific to the student's needs.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Engineering students enter a challenging sector in higher education and are potentially at risk of poor mental health and or mental wellbeing and less likely to seek help when experiencing poor mental health or wellbeing. We carried out a scoping review using Joanna Briggs Institute scoping review methodology. Ten databases were searched over a three-year period. Searches identified 191 sources of evidence after title screening and 33 sources of evidence were included for final extraction following full-text screening. Included studies represented over 4000 engineering students from 10 countries. Studies were mostly pilots, suggesting a lack of diverse research methods in the existing research base. Studies also varied in approaches to reporting. Interventions included training, relaxation, technology use, alternative teaching models, support services and a study break with a range of outcome measures used to evaluate intervention effects. Study results indicated reduced stress and anxiety, improved academic achievement, improved communication, motivation, physiological responses, attitude, and increased physical activity, health awareness, and confidence. Mindfulness activities appear to be helpful to engineering students. The review mapped interventions to support mental health and wellbeing in engineering students but identified a need for further high-quality robust studies that are transparently reported using reporting guidelines.

This study conducted a psychometric examination into the application of positive behavior support (PBS) principles, focusing on how its trajectory differs between Taiwan and the United States. Eighteen items from the Beliefs about Behavior Survey were adapted to gauge educators' perception of implementing PBS strategies within different cultural contexts. The sample comprised 643 educators, split between northern Taiwan (N = 267) and a mid-mountain region in the United States (N = 376). Results from the confirmatory factor analysis suggest that the previously identified four-factor model determined using a US sample presents a satisfactory fit with the Taiwanese data set. Furthermore, reliability estimates vouch for the internal consistency of the model. Interestingly, it was observed that general education teachers reported the least supportive beliefs across all four factors, relative to their colleagues. In a direct comparison with the US sample, the Taiwanese respondents scored significantly lower on two out of the four PBS belief factors. This trend could be attributed to a relative scarcity of exposure to, and training in, PBS principles in Taiwan, particularly beyond tertiary remedial services. The revised survey questionnaire presents a useful tool for informing the design of professional development initiatives and system-wide changes in Taiwanese schools. The study concludes with a discussion on the impact of differing cultural contexts and the potential directions for future research.

This study provides research-based evidence to profile: (1) the roles of artificial intelligence in nursing; (2) its research applications; and (3) the research trends for future study. On the basis of the PRISMA statement, a series of AI and nursing education related keywords from the literature were used to retrieve high-quality journal articles from the Web of Science. A total of 112 AI-supported nursing education research articles were analyzed based on a three-dimensional framework, including interaction (e.g. the roles of AI, types of AI systems), research (e.g. methods and fields), and performance (e.g. research groups and measurement foci). The results revealed that AI played a primary role in profiling and prediction in nursing research (63%), and the most used AI system in nursing was intelligent agents (53%). The quantitative approach (87%) was the dominant research method, and the most relevant studies concerned health and medicine (92%). Regarding sample and measurement matters, patients and medical staff (75%) were the two primary research samples, and the performance evaluation of AI-related tools and systems (90%) was the core measurement focus. Additional content analysis across the three research interests was performed and discussed. Directions for future studies are provided.

Team coaching has become more utilized in organizations as they realize the importance of developing highly effective teams. There has been some research done on the skills needed by those who coach teams. However, very little has been done on the mindset needed for effectively coaching teams, and no research on the mindset for coaching action learning teams. This qualitative research is the study of 19 highly experienced master action learning coaches who have been certified by the World Institute for Action Learning (WIAL) and have over 500 h of action learning coaching experiences over a 10-year-plus time period. The Master Action Learning Coaches (MALCs) were asked to: (a) confirm if the 5 key mindsets identified by the researcher for coaching action learning teams were valid and (b) provide examples and questions that accrued from incorporating these mindsets in their coaching of action learning teams. The MALCs concurred on the 5 mindsets, and also provided a rich array of examples of how these mindsets affected their coaching. Two additional mindsets were offered as well. Implications for research and as well as the practice of action learning coaching are presented.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

Integrating literacy in science and mathematics learning and teaching has been an ongoing endeavour. There are frameworks developed to guide teachers' practices, but little is reported on assessing literacy simultaneously with scientific or mathematical content knowledge. We reviewed the literature on assessing literacy in science and mathematics to develop a coherent knowledge base using the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA). We accessed 683 peer-reviewed publications from three databases, and upon application of exclusion criteria, only 13 articles remained for full analysis. We report the macro skills focused, assessment tools and strategies used, and reported outcomes. We also discuss the geographical, practical, and theoretical gaps and highlight critical areas for future investigations.

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

This research aims to conduct a bibliometric study to describe how game-based educational research is structured and how it has evolved over time. For this purpose, bibliometric analysis has been used to analyze 4980 publications indexed by the Elsevier SCOPUS database between 1967 and May 2021. The related publications were evaluated by analyzing co-authorship, co-occurrence, and citation by considering author, keyword, country, journal, university, and publication variables. As a result of the bibliometric analysis, it was concluded that the United States was leading the field and significantly publishing more studies. Top performing organizations were in Taiwan and the United States. According to the keyword co-occurrence analysis, "game-based learning" was the most used keyword followed by "serious games" and "gamification". Co-authorship status results show that collaboration between researchers in the field was not high and the number of researchers in co-author groups was small. It was found that the most influential research was related to literature review on games and the effectiveness of games on motivation or learning and Computers & Education was the most published and cited journal in game-based educational research.

Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners' meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Globalization has changed the landscape of higher education. The purpose of this study is to enhance understanding of how higher education leaders are engaging emerging questions about successful leadership, particularly when it comes to international student populations in times of crisis. Guided by the Intercultural Leadership framework, this comparative case study illuminates how university presidents from eight different countries were informed in their perceptions of international students and how they acted to support this vulnerable population. The results of this analysis highlight practical implications for higher education leaders to utilize when navigating global crises while protecting international student populations.