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Intimate partner violence (IPV) among college students is a significant problem that negatively affects their physical and emotional health. This study aimed at examining risk factors, especially childhood adversities at the individual, relationship, and community levels, of IPV perpetration among college students. Methods: The sample from seven universities in the U.S. and Canada (N = 3,725) completed an online survey. Major variables included IPV perpetration, five types of childhood adversities, alcohol and drug use, depression, and demographic information. Logistic regression was performed. Results: Peer violence victimization, witnessing parental IPV, experiencing child maltreatment, drug use, and depression were associated with a higher odd of perpetrating IPV. Conclusions: Research and practice must account for exposure to multiple risk factors when intervening with college students. An integrative approach that combines trauma-informed interventions with substance use and mental health treatment may be most successful at IPV perpetration prevention and intervention among college students.

Developing countries achieve surprisingly weak results in international cognitive competence studies. The results are about one to two standard deviations below the average norm-values obtained in Western countries. The results are so low that they are sometimes difficult to believe. For example, in the World Bank collection, Nigeria scored 262 student assessment points (SASQ, about two and a half standard deviations below the norm 500, equivalent in the IQ-scale to 64 points); in the Lim et al. collection, Yemen scored 336 SASQ (equivalent to IQ 75). These results have triggered opposition, factual-scientific criticism, but also ethical debates and political-ideological objections. We crosscheck the values here by comparing different sources of information, statistical analysis, and on-site reports. Results of the different test paradigms seem to be similar for country groups. However, there are sometimes major differences for individual countries. The same is true for comparing different test collections: results of grouped countries are similar, but single countries differ. Using education, GDP per capita and politics to predict test scores shows somewhat higher results for the Global South (5 IQ points), especially for Latin America (rising from 78 to 86 points in an IQ metric). Finally, observational studies of schools and every day life in several countries of the Global South point to problems in the scope and quality of instruction as well as of thinking. To improve outcomes and competences, it is recommended to expand education (e.g., kindergarten, extension of schooling) and better train teachers. Where there are large discrepancies between predictions and test results, the potential seems to be large.

Empathy is an essential human skill that can be divided into two types: (1) cognitive empathy, which is the capacity of understanding others' thoughts and emotions; and (2) affective empathy, which is the capacity to feel others' emotional states. Many educational contents exist for both types, and immersive virtual reality (VR) has been shown to be effective for empathy education. However, there is a lack of educational content on recognizing and accepting that people can have different perspectives and feelings in the same situation, which is a prerequisite for cognitive empathy. To this end, we developed an immersive VR game "Mysterious Museum" where the player solves various puzzles based on ambiguous images and three-dimensional models. Moreover, we implemented six versions of a level in the game based on design concepts for camera perspective (combinations of first-person and third-person with camera techniques) and content exhibition (gallery, conveyor belt). We then conducted a mixed-method formative evaluation with 19 participants (11 females, eight males, average age 25.4 years) measuring usability of the game, as well as cybersickness and preferences for the design concepts. The game's usability was satisfactory except for the quality of instructions. Moreover, the conveyor belt, where the player does not need to move, was preferred over the gallery, while the fixed first-person perspective was the most preferred camera perspective. The latter along with the conveyor belt exhibition method caused the least cybersickness. These results can be useful to designers, developers, researchers, and psychologists interested in VR-based empathy education.

Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the reviewing process. In this study, we conducted a retrospective screening simulation using 27 systematic reviews in education and educational psychology. We evaluated the sensitivity, specificity, and estimated time savings of several learning algorithms and heuristic stopping criteria. The results showed, on average, a 58% (SD = 19%) reduction in the screening workload of irrelevant records when using learning algorithms for abstract screening and an estimated time savings of 1.66 days (SD = 1.80). The learning algorithm random forests with sentence bidirectional encoder representations from transformers outperformed other algorithms. This finding emphasizes the importance of incorporating semantic and contextual information during feature extraction and modeling in the screening process. Furthermore, we found that 95% of all relevant abstracts within a given dataset can be retrieved using heuristic stopping rules. Specifically, an approach that stops the screening process after classifying 20% of records and consecutively classifying 5% of irrelevant papers yielded the most significant gains in terms of specificity (M = 42%, SD = 28%). However, the performance of the heuristic stopping criteria depended on the learning algorithm used and the length and proportion of relevant papers in an abstract collection. Our study provides empirical evidence on the performance of machine learning screening algorithms for abstract screening in systematic reviews in education and educational psychology.

This article explores how the Swedish policy of municipal adult education (MAE) is interpreted, translated, and enacted in study and career counselling. The data consists of semi-structured interviews with adult education leaders and study and career counsellors. Swedish MAE is characterised by extensive marketisation, with many different providers, which makes the education system complex. The findings show that a study and career counsellor is characterised as a key person for both the students and the organisation, with a role as a marketer and 'map reader' for applicants, in addition to responsibilities in admissions, the validation and mapping of students' knowledge, and quality work. The counsellor becomes a hub in a system that applicants and students find difficult to navigate and fulfils a vital function in the marketing of adult education and quality work. Thus, this complex system requires more resources for counselling to function to the benefit of the individual student. However, there is no clear regulation for how counselling should be organised, which means that counselling is organised in different ways in different municipalities with different providers. This in turn means that the availability of adequate counselling may depend on the municipality in which you live.

Recent changes to the law in England require all primary schools to teach Relationships Education and all secondary schools to teach Relationships and Sex Education (RSE). Our focus in this article is on the voices of teachers and other educational professionals in relation to this change. Discussion in three focus groups held with 16 educational professionals, indicated concerns regarding some of the challenges associated with the implementation of the new legal requirements, as well as recognising fresh opportunities afforded to teachers for engaging with children and young people. Through analysis, it was noted that participants considered how lessons on relationships and sex should cover LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning, others) issues, with strategies advanced for building bridges between schools and parents/communities. Our research indicates a difference between the importance of Relationships Education/RSE and the perceptions of those charged with teaching it, as well as the view that the laudable aims underpinning the new provisions in England will only be realised if appropriate support and training is given to teachers.

As education constitutes an essential development standard for individuals and societies, researchers have been exploring the use of artificial intelligence (AI) in this domain and have embedded the technology within it through a myriad of applications. In order to provide a detailed overview of the efforts, this article pays particular attention to these developments by highlighting key application areas of data-driven AI in education; it also analyzes existing tools, research trends, as well as limitations of the role data-driven AI can play in education. In particular, this article reviews various applications of AI in education including student grading and assessments, student retention and drop-out predictions, sentiment analysis, intelligent tutoring, classroom monitoring, and recommender systems. This article also provides a detailed bibliometric analysis to highlight the salient research trends in AI in education over nine years (2014-2022) and further provides a detailed description of the tools and platforms developed as the outcome of research and development efforts in AI in education. For the bibliometric analysis, articles from several top venues are analyzed to explore research trends in the domain. The analysis shows sufficient contribution in the domain from different parts of the world with a clear lead for the United States. Moreover, students' grading and evaluation have been observed as the most widely explored application. Despite the significant success, we observed several aspects of education where AI alone has not contributed much. We believe such detailed analysis is expected to provide a baseline for future research in the domain.

Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

The use of simulation has become a staple in social work education in North America. Concerns have been raised, however, that this pedagogy, rooted in positivist views of professional competence, might be built on educators' monolithic and stereotypical understanding of minoritized clients. In this article, I take on a position that simulation certainly advances social work education; yet there is a vital need for a critical approach that can mitigate concerns about authenticity, representation, and harm. I propose guidelines for educators, which consist of concrete steps, tasks, and reflective questions for how to develop case scenarios from a critical perspective. Finally, I outline remaining concerns and limitations that signal a need for continued advancement of simulation-based social work education.

The management of human fetal and embryological collections presents an ethical challenge that can be explored from different perspectives, particularly when considering informed consent. The "micro ethics" level focuses on parties engaged in giving and receiving human tissue while the "macro ethics" level focusses on the collective responsibility of the discipline and society. Additionally, adopting a framework, where ways of working are designed with relevant communities, requires understanding the perspectives of individuals, communities, and organizations. The aim of this study therefore was to assess the perceptions of education-focused Australian stakeholders. A survey collected the perspectives of 198 participants. The majority of participants (61.6%; n = 122/198) indicated that human fetal and embryological remains obtained prior to era of informed consent should be retained for use in education/research. It is likely that their perspective is based on the notion that if human fetal and embryological collections are used for good, then disposing of them would deny this benefit. Women (p < 0.001) indicated a preference for obtaining fetuses and embryos with informed consent for education and research (38.4%; n = 76/198). Majority were in favor of recording both maternal (MI) (59.6%; n = 118/198) and paternal information (PI) (58.1%; n = 115/198) with each donation. Majority (56.1%; n = 111/198) expressed that donations should be accepted from both parental sources. Consideration of stakeholder perspectives is important in developing guidelines regarding these collections. The results from this study demonstrate a level of discomfort with respect to collections without informed consent, which should be considered at the macro ethical and micro ethical level.

The recent surge of machine learning (ML) has impacted many disciplines, including educational and psychological measurement (hereafter shortened as "measurement"). The measurement literature has seen rapid growth in applications of ML to solve measurement problems. However, as we emphasize in this article, it is imperative to critically examine the potential risks associated with involving ML in measurement. The MxML project aims to explore the relationship between measurement and ML, so as to identify and address the risks and better harness the power of ML to serve measurement missions. This paper describes the first study of the MxML project, in which we summarize the state of the field of applications, extensions, and discussions about ML in measurement contexts with a systematic review of the recent 10 years' literature. We provide a snapshot of the literature in (1) areas of measurement where ML is discussed, (2) types of articles (e.g., applications, conceptual, etc.), (3) ML methods discussed, and (4) potential risks associated with involving ML in measurement, which result from the differences between what measurement tasks need versus what ML techniques can provide.

Previous literature informed by biopolitical theory has shown how global education for sustainable development differentiates between populations by assigning different roles, responsibilities, and lifestyles to rich and poor. Taking these arguments as a point of departure, this paper first identifies three different 'problems' pertaining to biopolitical differentiation within this literature and then elaborates on potential didactical responses to such problematic differentiation. The suggested didactical responses draw on Judith Butler's theories of vulnerability, Jacques Rancière's ideas of a presupposition of equality, and Michel Foucault's writing on ethics and self-formation. The paper contributes to previous research on biopolitical differentiation in education for sustainable development by suggesting potential didactical responses to the problematics put forth in these works. It also contributes to previous literature on how Butler's, Rancière's and Foucault's theories are relevant to education by relocating the arguments to the context of global implementation of education for sustainable development.

This study aims to investigate the public's perceptions regarding the integration of Generative AI (GenAI) in education by analysing comments on YouTube news clips. The study collected public comments from YouTube news clips disseminated by three prominent broadcasters in South Korea between December 2022 and June 2023. Two dimensions of public perceptions were examined: sentiments and prevalent topics. Employing machine learning techniques, we conducted sentiment analysis and topic modelling on the crowdsourced dataset of 18,566 comments from 66 YouTube news clips. The first research question focused on public sentiments towards GenAI and education. Findings reveal a predominance of neutral sentiments. Rather than adopting extreme positions of complete acceptance or rejection, the public displayed an inclination to appreciate the intricate nuances of GenAI's implications. The second research question sought to identify the main topics emerging from public comments on GenAI and education. We identified 11 distinct topics where two topics are directly linked to educational implications: demands for changes in learning and assessment methods, and the use of GenAI in higher education. Based on the key findings, we draw implications that can inform a broader understanding of public sentiment and perspective towards GenAI and education.

Given the increasing popularity of the science-fiction genre, its capacity for worldbuilding and its long-durée vision, coupled with both the difficulty of discussing issues of migration in today's world as something more than a problem of the present and the necessity to go beyond this presentism, the author argues that science-fiction films provide an excellent tool for peace education inside and outside the classroom in general and to address migration in particular. This article discusses the why and how of using science fiction films for peace education, which the author claims is not necessarily taught in the classroom or special programs but should also be seen as part of lifelong learning/continuous education.

Advocacy for social justice is a core duty of the social work profession. Social injustice, oppression, and marginalization in the United States demand that social workers critically evaluate and address systemic oppression, in the profession, society, and social work education. This study sought to explore the attitudes of social work students in institutions of higher education in one Midwestern state concerning social justice, systemic racism, race relations, and policing to measure the impact of social work educational programming on promoting anti-oppressive and anti-racist practice. Survey responses from undergraduate and graduate students (n = 74) from two universities in an upper, Midwestern state were analyzed to assess attitude and beliefs on social justice, policing, and racial relations. Results indicate the majority of students endorsed an understanding of injustice in the world and high perceptions of themselves as advocates and agents of social change. Alternatively, students' responses to items regarding a general belief in the world as providing just rewards and punishments were neutral. These results suggest the need for increased examination of the implicit and explicit curriculum. The use of Critical Race Theory, decolonization practices for higher education which includes diversifying perspectives in course materials and learning activities among other practices, and modeling of the positionality of self by social work instructors is examined.

This paper examines the development of indicators measuring attacks on education through a case study of the Global Coalition to Protect Education from Attack (GCPEA). As GCPEA and its partners have brought the problem of attacks on education to the attention of global civil society, they have engaged in contestation to define attacks on education and construct indicators to track the relevant violations. These debates are significant in that indicators are a tool of global governance that shape policymaking and resource allocation. The discussion draws on the author's decade of experience working among groups focused on the protection of education, including direct involvement developing indicators on attacks on education, and on three sets of qualitative interviews. It analyses how resource limitations, organisational agendas, challenges of measurement and verification, and global power dynamics exert pressure towards a more narrow understanding of attacks on education. This limits the transformative potential of the protecting education agenda. The discussion illustrates that EiE actors must consider the ways that they measure their work in ongoing conversations about creating a decolonial and more equitable field of practice.

SARS-CoV-2, a global pandemic, continues to impact the planet. In response to this epidemic, lockdowns were enforced in several nations, resulting in job losses and changes to the education system. To address these challenges, the implementation of tele-education and remote work was adopted. This study's objective is to address uncertainties about the nations that conducted extensive research on remote activities during the COVID-19 pandemic and their implementation results. Additionally, the study examined research findings that highlighted the benefits of using information and communication technologies (ICTs) tools, such as greater acceptance of remote activities, and found negative effects, like the emergence of new inequalities, providing insights for the accurate implementation of these services. Lastly, the results of the analysis led to a discussion on the prevalence of studies focused on medical sciences and tele-education.

For the past three years, all parts of the world have been hit by the COVID-19 pandemic. The existence of the COVID-19 pandemic has an impact on various things, including a decline in mental health for some people. This study aims to describe the values of religiosity and educational values of parents in the midst of the COVID-19 pandemic in Bulusan Hamlet. This research was conducted in Bulusan Hamlet from February to March 2021. This qualitative research used a qualitative descriptive approach. The informants are members of the community and head of Bulusan. Data collection techniques using interviews to the heads of the hamlets and members of the people and using documentation. The data analysis technique was carried out using an interactive model from Miles and Huberman which consisted of data reduction, display data, conclusion/verification. The results showed that the values of religiosity that developed in the midst of the COVID-19 pandemic in Bulusan include: (1) Religious values, including: akidah, moral, worship, da'wah, and muamalah; and (2) Parents' educational values, including: leadership, facilitator, controlling, teaching, and modeling. The implications of this research are values and their implementation can be used as role models for other villagers, especially in the Sleman district.

Adolescent suicide is a public health issue with 15 percent of adolescents experiencing the suicide loss of a classmate, acquaintance, or friend. This article reports findings from an online survey of individuals (N = 40) who lost a peer to suicide in middle or high school. The most frequently provided school-based postvention responses were school counselors, outside grief counselors, education on depression and suicide, and assemblies. Participants identified the following student needs from schools following a student suicide death: genuineness and sincerity of response, easy-to-access supports, recognition that students need help and support, awareness that students have different needs following a death, opportunities for commemoration, and flexibility in terms of academic requirements and expectations. Implications for schools are discussed, including the importance of resources for teachers and other staff supporting students, a trauma-informed response, and the careful consideration of the balance of suicide prevention and grief. Most important, it is essential for schools to recognize the magnitude of the impact of a suicide death on students, and that students need help and support from the school.

The aim of this study was to examine the efficiency of the differentiated instructional design for value education of gifted. This research was based according to the embedded experimental design of a mixed research method. The study group consisted of 25 gifted students (13 girls, 12 boys) at the 6th-grade level. Digital differentiation strategy was employed in instructional design. Students were asked to reflect their learning about Turkish talented people on cartoons containing both visual and auditory elements. The activities in the differentiated instructional design were applied to the students online for 8 weeks, 2 hours per week. Quantitative data were collected with the Target Behaviour Development Scale (Kanger, 2007). Quantitative data were analyzed with a dependent samples t-test. The Cohen d effect size was also calculated. In the qualitative part of this research, the views of gifted students, their products, the observations of researchers were evaluated. Qualitative data were analyzed descriptively. As a result of the research, the difference between the pre-test and post-test scores of the target behavior development levels of the gifted students regarding values was found to be statistically significant. This difference was in favor of the post-test and the effect size was high (d=1.047, p<0.05). In other words, the differentiated instructional design for value education increased the values development of gifted students. Gifted students expressed their views on the differentiated instructional design the most frequently with the words "fun, instructive, and the values". The students were successful in writing cartoon scripts, turning the scripts into a cartoon, and indicated that they had some technical difficulties. Students were happy both to learn of the values and to produce technology-supported products. Comparative studies can be done by establishing experimental and control groups for different grade-level gifted students.

The main issue of this article is "education" as a meaning "process" and as the requested point (desideratum) in accordance with its role in educational and social reality. More specifically, by illustrating the aspects of this relation, we seek to give prominence to the role of education at an ethical and practical level, concerning not only citizens' social behavior but educational institutions and wider society, as well. It is our primary intention to highlight education's relationship with social learning and its effect on students' social behavior, within the family and school environment. At his point, the practices that the child becomes familiar with within the family, school, and social environment in general and which eventually, play a decisive role in the development of personality and more specific in a person's behavior, will be discussed. In addition, specific samples of young individuals' and adults' social behavior, which reveal the deficiency of "education" and at the same time concerning prevailing culture and its causes, will be determined. The article is concluded with the final observations, findings, and pedagogical suggestions.

At the level of the 50 U.S. states, an interconnected nexus of well-being variables exists. These variables strongly correlate with estimates of state IQ in interesting ways. However, the state IQ estimates are now more than 16 years old, and the state well-being estimates are over 12 years old. Updated state IQ and well-being estimates are therefore needed. Thus, I first created new state IQ estimates by analyzing scores from both the Program for the International Assessment of Adult Competency (for adults), and the National Assessment of Educational Progress (for fourth and eighth grade children) exams. I also created new global well-being scores by analyzing state variables from the following four well-being subdomains: crime, income, health, and education. When validating the nexus, several interesting correlations existed among the variables. For example, state IQ most strongly predicted FICO credit scores, alcohol consumption (directly), income inequality, and state temperature. Interestingly, state IQ derived here also correlated 0.58 with state IQ estimates from over 100 years ago. Global well-being likewise correlated with many old and new variables in the nexus, including a correlation of 0.80 with IQ. In sum, at the level of the U.S. state, a nexus of important, strongly correlated variables exists. These variables comprise well-being, and state IQ is a central node in this network.

What is life? Life is the process between birth and death. This process, which is also accepted as the state of being alive, contains many parts. These parts are called life. Life encompasses one's experiences of the conditions that one encounters. These lives are interrelated. The longer and more harmonious these relationships are, the higher and more balanced the person's quality of life will be. For this, education and learning methods with scientific and philosophical foundations should be used. One of the parts of life in life is sports. Therefore, in this study, the subjects of morality, right, mistake, education, professionalism, health, mentality and economy in life will be associated with sports. Because sports is a human right that emerged from basic needs, it is associated with many areas of life. For this reason, some concepts that express our lives and the conditions we live in will be tried to be associated with sports. In this descriptive study, document analysis was carried out. The collected data were blended from sources in different fields such as education, sociology, psychology, education and philosophy. It is thought that this study, which is one of the rare studies on the subject, will be an example for similar studies to be done in the future.

This study explored the perspective of eight education stakeholders on Critical Race Theory (CRT) and the educational attainment opportunities for African American males in the current system of education in the United States of America. A qualitative research approach was employed using a semi-structured interview protocol. The data gathered from this study revealed that there was a general consensus among participants at an African American Male Empowerment Summit around the favorability and usefulness of Critical Race Theory in understanding the current state of African American males in education.

This study investigated the impact of a Grow-Your-Own (GYO) program on high school students' interests in teaching. Participants included 173 GYO students in a concurrent enrollment introductory education course. To explore the GYO's impact, survey results were compared to a sample of 297 traditional college students in a parallel curriculum. A two-way Analysis of Variance (ANOVA) showed GYO students' plans to pursue teaching were positively impacted, with participants citing altruistic motivators. The GYO program also enrolled higher percentages of students of color, indicating the potential for diversifying the profession.

This article recalls the key concept of due regard in the Equality Act 2010 and outlines how it was increasingly ignored by the Department for Education (DfE) in England in the following decade. Further, it speculates that if the concept of due regard had been observed more rigorously across all government departments, the COVID-19 pandemic would have been less tragic and traumatising in its effects, and less responsible for deepening inequalities throughout British society. It concludes that the Act should be revisited, revised and re-emphasised.

Minimal research exists investigating the effect short-term international allied health internships have on subsequent higher-level internships. In occupational therapy, these internships are called fieldwork. Researchers completed a retrospective data analysis of the Level II Fieldwork evaluation scores of 274 occupational therapy students attending a Master of Science program. Final Level II Fieldwork performance evaluation scores were compared between one group of 212 students who completed a domestic Level I Fieldwork and 62 students who completed a faculty-led international Level I Fieldwork. An independent t-test comparing all areas of Level II Fieldwork performance revealed that students who attended an international Level I experience scored statistically higher in the Fieldwork II evaluation sections of basic tenets and intervention skills on their second Level II Fieldwork. The corresponding p-value for the basic tenets section was 0.020. Similarly, the average score for intervention skills was significantly higher in the international cohort with a p-value of 0.012. Results show statistical significance in two of the seven evaluation sections for students who completed a faculty-led international Level I Fieldwork supporting the active learning pedagogy that was applied during Level I Fieldwork. Findings provide evidence to support the hypothesis that international fieldwork experiences have a positive effect on student outcomes. Study results can be considered across professional disciplines.

This study aimed to develop a web-based Pedagogia Dictionary application, which is a special dictionary in the field of education and learning. This research was conducted using the D & D (Design and Development) approach or development research that produces a product. This study adopted the stages of the Ellis & Levy (2010) development model consisting of: a) identification of the problem; b) explain the purpose; c) design and develop artifacts; d) testing artifacts; e) evaluating test results; and f) communicating test results. The information system modeling used a system through diagrams consisting of flowcharts, data flow diagrams, and entity relationship diagrams. In this study, the questionnaire was used to collect data related to the product that had been designed. The web based Pedagogia Dictionary application is expected to improve the quality of learning at Universitas Pendidikan Indonesia. In further development studies, the Pedagogia Dictionary application can be developed using mobile-based web technology. The findings have implications for the availability of a web-based dictionary as a reference source on the concept content in the fields of education and learning. The development of this application is in accordance with the development of the water fall model system. The usability testing results are a series of product trial results showing that there are several recommendations from respondents. So it can be concluded that the product is good to be an information search system in the form of a pedagogical dictionary dictionary.

Results of a questionnaire with a sample of EFL instructors at some Saudi universities showed that the instructors just follow the assigned textbook and do not integrate any global themes in their EFL courses. Therefore, this article aims to proposes a model for integrating global themes in the EFL college classroom, especially in reading and speaking instruction. The aim of the model is to help EFL students learn about the ideologies, cultures and customs of other countries; address current global problems; compare the similarities and differences the peoples of the world share; focus on the interrelatedness of human beings; recognize stereotypes western people have about Islam, Muslims, Arabs, women; and listen to multiple perspectives. The model proposes 4 areas of global themes that can be integrated in EFL reading and speaking: (i) global systems (political, economic, cultural, ideological, ecological, health, social, technological, educational, ideological and judicial; (ii) diverse human values such as conflict resolution, cooperation and teamwork; (iii) current global issues issues (terrorism, fundamentalism, violence…etc); and (iv) the history of contact and interdependence among peoples. It also proposes the integration of 4 types of goals: knowledge, skills, values and participation goals. Examples of concepts, and types of objectives related to the global themes, resources for locating global themes; stages of teaching the global themes and instructor's role are provided.

Chaos is a scientific approach that refers to the fact that systems or behaviors that are thought to be irregular, complex, impossible to predict actually occur in an orderly manner. The aim of this research is to determine what chaos and butterfly effect mean in terms of education, the importance of chaos and butterfly effect in education and its effects on education. The research is a qualitative study aimed at determining the opinions of teachers about chaos and butterfly effect. The case study method was used in the research. The research was carried out with 23 teachers selected on a voluntary basis among 44 teachers who are doing master's degrees in educational sciences. Research data were collected with a semi-structured interview form developed by the researcher. All the data obtained were analyzed by coding using the content analysis method. In the research, it was concluded that the chaos and butterfly effect positively affect students' development of different ideas, improve their ability to analyze, activate metacognitive functions, and give students the ability to solve problems more quickly by evaluating them from different point of view.

Education and, in particular, education concerned with our response to the climate crisis, can draw important lessons from the changed desires and re-evaluation of individual and collective values and goals that occurred as a result of the COVID-19 pandemic. The pandemic has shown us the importance of making the limits of the world perceptible. While the limits imposed by the pandemic and climate change alike can lead to serious losses, they also bring the possibility of discovering and enjoying new ways of living within those limits. We call attention in particular to forms of relinquishment that bring new pleasures.

This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

This study investigates the role of education in modulating the effect of ICT on governance in 53 African countries between 2002 and 2020. The Two-Step System Generalized Method of Moment (GMM) strategy is adopted to address the potential endogeneity problem. Governance is computed as a composite index that encompasses the six indicators of the Worldwide Governance Indicators (Control of corruption, rule of law, political stability, regulatory quality, government effectiveness, and voice and accountability). ICT is measured by the number of individuals using the internet, mobile cellular subscribers and fixed broadband subscription. The findings of the study reveal that the quality of governance in Africa is enhanced by growth in ICT. The findings further indicate that the interaction between ICT and education procure positive net effects on governance. In addition, we observed that ICT still enhances the quality of governance in African countries that have adopted the French civil law and the British common law system. The study suggests the design of policies for enhancing e-governance and ICT in African institutions, and are recommended to be used as part of the school curriculum for quality management.

This article sheds light on the implications of the imposition of decontextualized hegemonic narratives around gender and sexuality on Arabic-speaking countries and the appropriation of intersectionality as a tool for resistance and consciousness raising by NGO-ized educational programs, as well as the importance of combining both intersectional and decolonial approaches in relation to education in general and to gender and sexuality education in particular. To do so, we rely on analyses of public discourses around LGBTQ rights, data from our experience leading gender and sexuality educational programs through the Centre for Transnational Development and Collaboration for over 1,400 individuals in the Global North and the Global South, and assessments of Sexual Orientation and Gender Identity (SOGI) trainings carried out by the majority of NGOs focusing on LGBTQ education in Arabic-speaking countries.