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Higher education has undergone substantial digital change due to the impacts of the COVID-19 pandemic, which altered the status quo in education. Universities across the globe have initiated and adapted various course delivery modes to mitigate this unprecedented situation. Among these responses, online classes continue to be the most common. Therefore, this study examines institutional knowledge management and readiness to sustain online course delivery. Adopting a qualitative research design, this study used two methods, semi-structured interviews (n15) and online open questionnaires (n42), to gather data. Reflexive thematic analysis was then used to analyse the data. The study findings underline that the adaptability, flexibility, and approachability of the virtual learning experience are critical to determining an institution's readiness for online classes. Based on student perceptions, the faculties of digital skills, integration of innovative pedagogies, student readiness, skills and experience, and integration of learning resources are the main aspects that determine the readiness of universities for online learning.

We know that the socioeconomic structure of the areas around schools affects schools and their educational activities. Considering this fact, in the present study we sought to stress how the socioeconomic structure of the areas of schools where teachers carried out their duties affected the teachers. In the phenomenological study, we aimed to reveal the inequalities faced by the teachers who carried out a duty in a socioeconomically disadvantageous area in the southeast of Turkey. In order to collect data, we conducted face-to-face interviews with the teachers who experienced educational inequalities in their schools. We found that the teachers experienced both physical and educational inequalities, and these inequalities had individual and organizational effects. Due to these effects, the teachers had social and individual expectations. As a consequence, it is possible to state that the teachers had similar job definitions; however, they did not have similar opportunities in terms of the areas where they carried out a duty. We stress the necessity of actualizing fair applications that pay regard to the qualities of areas where teachers carry out a duty.

The purpose of this study was to carry out an analysis of the effectiveness of the Flipped Classroom methodology for teaching mathematics--specifically geometry, in an online environment. Specifically, we measured: (1) the academic achievement of students who were taught based on this method; and (2) the perceptions of satisfaction with this methodology and with the virtual sessions attended through digital resources. In order to gather the data a pre-experimental and ex-post-facto design was used with a sample of 113 secondary education students. Regarding academic performance, positive and significant differences were found between the pre-test and the post-test. In addition, different significant variables were found that affected the academic performance of the students, such as having previously failed the subject of mathematics, the perception of the students about their effort in learning mathematics or the educational level of the parents. In respect of the students' perceptions, the results showed that they were generally happy with the use of the Flipped Classroom methodology, bearing in mind that the environmental context in which the educational process takes place affects the students' perceptions. However, slightly negative perceptions were also found in respect of virtual sessions that made use of digital resources. These findings were significantly affected by the frequency with which resources and electronic devices were deployed. These results would support the integration of this methodology into the teaching of mathematics, where the use of digital resources to study geometry in particular helps to improve the different competences and skills of the students.

From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate students. This paper concludes that these practices can help other teachers, school management teams, counsellors and teacher training centres to rethink the meaning of "diversification of learning" and to transform the curriculum from a more just, democratic and inclusive perspective.

This study explored the prevalence of the null curriculum in the Ghanaian basic school education system. It also sought to identify the main reasons behind teachers' omission of specific topics or experiences from the basic school curriculum. Three hundred seventy-five basic school teachers from kindergarten, primary, and junior high schools participated in the study. A 32-item self-designed questionnaire was used to collect data for the analysis. Descriptive and inferential statistics were used to analyze the data. The study participants identified lack of resources, the problematic nature of some topics, insufficient time, and inadequate knowledge and skills as factors contributing to the prevalence of null curriculum in Ghanaian schools. The findings show that a null curriculum is prevalent in the Ghanaian basic education system. The study found no statistically significant difference between teacher characteristics (i.e., teacher status and grade level) and the reasons behind omitting some topics or experiences. Implications of the study findings for educational theory and practice are discussed.

This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies.

This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students' use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.

Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal, but others are country-specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing, the second largest school effects out of 56 countries. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE.

The study investigated the impact of digital leadership on teachers' usage of digital educational resources (DERs). The study collected data from teachers and headteachers in four pre-tertiary schools in Ghana. Also, trust was included as the interacting variable to examine its mediating role in digital leadership and digital educational resource usage to better disentangle the relationship between digital leadership and digital educational resource. The study used symmetrical (Partial Least Square-Structural Equation Modelling (PLS-SEM) and asymmetrical approaches (fuzzy-set Qualitative Comparative Analysis (fsQCA) for the analysis of the relationships. The results underpin digital leadership's importance in digital educational resource implementation outcomes in developing countries' pre-tertiary schools. The fuzzy-set qualitative comparative analysis findings confirm that exclusively using symmetrical approaches for digital educational resource studies may not be sufficient to understand the expected relationships within a proposed model. Under the partial least squares path modelling (PLS-SEM) analysis, trust did not mediate the relationship between digital leadership and teachers' usage of digital educational resources. Sharply from the PLS-SEM findings, the fsQCA revealed that the presence of digital leadership and trust are necessary conditions to predict teachers' usage of digital educational resources. These results and their implications for theory and practice are discussed.

Digital reading facilitates L2 development by allowing anytime-anywhere learning with various digital resources. Although there has been increasing research exploring the role of digital reading on L2 vocabulary learning, synthesized evidence regarding the overall facilitating power of digital reading is still lacking. This meta-analysis aggregates 21 important empirical studies published within the last 20 years and indexed in scholarly recognized databases, so as to provide a comprehensive panoramic assessment of how effectively digital reading has enhanced second and foreign language vocabulary acquisition with diversified learner backgrounds and learning environments. A total of 77 effect sizes were yielded across different studies, and random-effect modeling was employed for analyzing the study-level heterogeneity and sub-group variability. Results demonstrate that digital reading had an overall significant effect (dimmediate = 1.45, p < 0.01; ddeleayed = 2.98, p < 0.01) on L2 vocabulary learning of between-subject studies. For within-subject studies, digital reading was found to have an upper-medium (d = 1.39, p < 0.01) and medium (d = 0.86, p < 0.01) effect on immediate and delayed L2 vocabulary post-tests. Moderating factor analysis results show that L2 proficiency, vocabulary test formats, and digital resources could robustly explain the variance of effect sizes. The findings have strong pedagogical implications on the effective design for digital reading tasks, including the development of adaptive learning algorithms and personalized lexical glosses. Recommendations for future research in the field are provided by pinpointing where to improve in terms of experimental design and the focus of the learner group.

The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners' definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools.

Diverse backgrounds, viewpoints and experiences in science, technology, engineering and math (STEM) are vital for innovation and creativity in STEM; and yet, racially minoritized groups, such as African Americans and Hispanics, remain underrepresented in the STEM K-12 and career pipeline. Studies show that exposure and access to STEM experiences in the early years are especially effective for increasing interest in STEM careers and intentions to major in STEM. However, these opportunities are often unavailable and inaccessible to underrepresented racialized minority students, particularly those from majority minority schools in low income communities. We describe a model for accessible and inclusive exposure to STEM experiences, enabled by a partnership between elementary schools from low income under resourced, predominantly racialized minority K-5 schools in North St. Louis County, Missouri, and scientists at a non-profit plant science research institution, to provide STEM activities for all students over the course of a single day. The goal was to stimulate students' interest in STEM and related careers, and enrich students and teachers' STEM knowledge. Five "STEM Days" were held at four elementary schools from 2017 to 2019. Feedback from teachers and students revealed positive outcomes, including increased excitement and knowledge gains. Students showed increased STEM interest, and teachers indicated that the new approaches to classroom STEM instruction, despite the brief exposure, were beneficial. Unexpectedly, participating scientists also noted numerous benefits. We share lessons learned and suggest recommendations for practitioners in STEM.

This study investigated factors affecting the teaching of creativity in Colleges of Education (CoE) in Ghana. A descriptive survey design was used by developing a questionnaire containing closed and open-ended questions to collect the data. The data were collected from 188 participants. The participants were selected by using a multistage sampling technique. The sample involved fashion design instructors (18) and principals (5) students (165) from five CoEs. Descriptive statistics like frequencies and percentages were used to analyze the data collected. The results revealed some challenges such as time and large class sizes, inability to cover the curriculum, lack of resources, acquisition of objectives, heavy workload and staff inadequacy and lack of in-service training. Based on the findings, the researcher made recommendations to improve the teaching and learning of creativity in colleges.

Folklife, a type of inquiry that focuses on "ways of life" as its central lens, is constantly changing. Rather than focus on cultural loss or salvaging, folklife inquiry is more powerful when it is positioned to offer insights about human experience through the sharing of personal lived histories in safe and supportive environments. At Vermont Folklife, much like museums, libraries, and historical societies, often serves as a bridge between schools and other learning spaces that want to bring community members and their life experiences into their classrooms. This article examines some of the learning activities featured in the "Teaching with Folk Sources Curriculum Guide."

While higher education disability resource professionals are required to use considerable professional judgment to make accommodation-related decisions, there is a lack of guidance on how to make these decisions. Because disability resource professionals commonly ascribe to a "common-sense standard" when making accommodation-related decisions, the purpose of this study was to investigate disability resource professionals' perceptions of the influence of their identities and experiences in accommodation-related decision-making. Using a qualitative approach, researchers engaged in semi-structured interviews with a total of 13 disability resource professionals across the United States. Participants described identities and experiences as influential in their work, discussed the impact of holding both convergent and divergent identities with students, and shared strategies in response to the influence of these identities and experiences. The authors conclude with implications for the disability resources field as well as directions for future research.

The need to create accessible digital materials became evident when the COVID-19 pandemic shifted nearly all learning online in 2020 and early 2021. Inspired to create professional development that was sensitive to our campus needs at a challenging time, the campus Workgroup on Accessibility Practices created an intervention in the form of a 10-day accessibility challenge. To keep participants (N = 198) motivated and engaged, the 10-Day Accessibility Challenge was designed with self-determination in mind. In this work, we describe the practice and use a mixed methods approach to evaluate its effectiveness. We find that shifting the campus culture toward accessibility and inclusion is an on-going process. To do so requires that campuses commit both time and tangible resources to increasing knowledge and implementation of accessibility principles. Challenge-type interventions can reach diverse constituencies, build greater familiarity and utilization of existing resources, and increase participant confidence around their ability to contribute to a culture of accessibility and inclusion.

Learning management systems (LMSs) are common in higher education institutions and form the backbone of open distance and e-learning (ODeL) institutions. Migrating to any new form of technology is known to be a challenging endeavour and LMSs are no exception. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model to analyse open-ended responses to a questionnaire sent to lecturers at an ODeL institution during the migration from one LMS to another. In the study, 83 responses are analysed, and six major themes are discussed. The results indicate that timely and specific support is critical in a technological migration process, and communication around the migration is vital to the morale of lecturers involved. We noted many instances of anxiety due to increased workload factors. We recommend that institutions migrating from one LMS to another conduct pilot studies and focus on clear and effective communication while not underestimating the resources needed for successful migration processes. [Note: The publication year (2024) shown on the PDF is incorrect. The correct publication year is 2023.]

Parental involvement in learning, entertainment, emotion, and daily care is crucial to the growth and development of children. Due to the increasing significance of educational attainment in China, parental involvement in child learning is receiving ever-increasing weight and is now the most prevalent of the four aspects. In the wake of the implementation of the Double Reduction Policy, family education has encountered new obstacles, resulting in a shift in parental involvement in education. In the framework of policy execution, the learning involvement of parents of senior students merits special consideration, as they are burdened with the upcoming enrollment in secondary school. The objective of this essay is to describe the current state of parental involvement in learning under the new policy and investigate the causes of existing problems. Also presented are suggestions for enhancing the effectiveness of parental involvement in child study.

Purpose: China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013-2018). Design/Approach/Methods: The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings: Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value: Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

Despite a long history of overrepresentation in segregated settings (Brock, 2018), students with disabilities who require extensive supports are more likely to receive inclusive placements in rural schools. In this paper, we present findings from a narrative literature analysis of inclusive education for students with disabilities in rural schools located in the United States. Our search yielded 24 articles, published between 2002 and 2019, which reveal three storylines: (a) perceptions about inclusive education in rural schools and communities, (b) inclusive placements are common for students with disabilities, and (c) access to resources is a factor for rural schools to provide inclusive education programs. The National Rural Education Association (NREA) has prioritized "building capacity to meet the needs of diverse and special populations" and so this review thoroughly examines special education practices in rural schools and describes how the diverse qualities and contexts of rural schools contribute to inclusive education practices.

Attracting teachers to rural schools continues to be a problem in Australian education. Debates on how to remedy staff shortages are based on a better distribution of financial and material resources. This emphasis on distribution has sidelined the role of recognition theory in understanding the challenges of rural staffing. I draw on the social justice frameworks of Nancy Fraser and Axel Honneth to argue that rural staffing challenges are anchored not just on matters of distribution but on issues that lead to the cultural misrecognition and disrespect of teaching and learning in rural places. Using data from a qualitative research project with pre-service teachers from a metropolitan university who undertook a six-week placement in a rural school, I explore how Fraser's and Honneth's frameworks contribute to illuminate that a resignification of the cultural value of rural education is critical to understand the root of the problem of rural school staffing.

Learning to teach writing remains challenging for both student instructors and the experienced faculty, staff, and other professionals who mentor them. Many institutions have created local repositories of teaching-related materials such as syllabi and assignments, and some national efforts have also attempted to facilitate sharing resources to support instructor professional development. However, the labor-intensive nature of building digital resources has reduced the long-term effectiveness of these archives. Interdisciplinary approaches to building professional development resources can address these difficulties, creating more sustainable repositories and similar professional development resources. In this article, we describe the construction of the repository associated with the Corpus & Repository of Writing, a web-based archive of pedagogical materials from first year-writing courses at multiple institutions. We discuss the decisions we made regarding material and metadata collection, data processing, classification of materials, and interface design, and share insights from testing with administrators, teachers, and mentors keen on developing sustainable, equitable approaches to mentoring. By drawing from the methods of corpus linguistics and technical communication, and guiding our development processes with user-centered design, we offer a model for repository building that can shape mentoring, teaching, and research within and across diverse writing programs.

The American Federation of Teachers (AFT) has launched a yearlong campaign, Real Solutions for Kids and Communities, that rejects the toxic attacks against public education in favor of working to strengthen public schools, making real solutions for kids a national priority. This article lays out five essential solutions for meeting kids' needs: (1) unlocking the power and possibility that come from being a confident reader; (2) ensuring that all children have opportunities to learn by doing--engaging in experiential learning, including career and technical education; (3) caring for young people's mental health and well-being, including by demanding that social media companies protect, not prey on, children; (4) catalyzing a vast expansion of community schools that meaningfully partner with families; and (5) fighting for the teaching and support staff, and the resources, students need to thrive.

Background: The value of Early Childhood Care and Education (ECCE) is recognised as beneficial to the child and society. Research evidence on pre-primary ECCE access and quality in Sub-Saharan Africa is scarce. Aim: The aim of this article is to examine Botswana's pre-primary school programme in enhancing accessibility and quality of ECCE provision. Setting: The study was conducted in 12 of the 24 primary schools implementing the pre-primary programme in a Gaborone sub-region. Methods: Adaptations of the Levesque Access Framework and Woodhead Quality Framework were applied to this qualitative research study. Using semi-structured interviews, 11 pre-primary teachers, 5 school heads or Heads of Department, and 3 Principal Education Officers (PEO) were interviewed, and the data collected was analysed thematically. Results: The findings suggest that the main barriers to the effective pre-primary programme rollout are supply-side and systemic. These barriers represent the public institutional environment (e.g. funding, inter-governmental co-ordination), policy design (e.g. the physical infrastructure delivery model, administrative barriers, enrolment policy), and programme implementation (enrolment practices, teaching personnel, learning materials, and assessment of learners). Conclusion: Although over 600 public schools have implemented the pre-primary programme, meeting the objectives of universal access, equitability, inclusivity, and quality remains a challenge in Botswana, as in many other African countries. Contribution: The findings offer research frameworks and evidence for understanding pre-primary ECCE accessibility and quality. Further, the research has policy, programmatic, and practice-based implications for pre-primary educators and policymakers.

The COVID-19 pandemic raised barriers for college students and challenged institutions to rethink approaches to student retention. Academic advising is critical to achieving student retention. During COVID-19, advisors faced increased work demands and adopted coping behaviors to keep workloads manageable. Coping behaviors are conceptualized as moving toward students and moving away from students. This exploratory study used multiple regression analyses to examine the relationship between advisor work conditions and the extent to which advisors used coping behaviors. Survey data from a 4-year public university indicated that the level of resources and supervisor support available to advisors were significant predictors of the extent to which advisors coped by moving away from students.

This paper studies the two English synonymous words "little" and "small," and their Thai equivalents n??j4 and lek4. In addition to monolingual and bilingual dictionaries, British National Corpus, Thai National Corpus and an English-Thai parallel corpus were used in this study. It is found that "little" and "small" and their Thai equivalents are not precisely identical in meaning. In addition, there are some meanings that can apply to all these four English-Thai synonymous words. Therefore, a Thai learner of English may not be able to simply equate the use of "little" and "small" with n??j4 and lek4, and vice versa. Moreover, it is also found that "little" and "small" can be translated into Thai with some other words rather than n??j4 and lek4. This indicates the complexity of meaning in which "little" and "small" can connect to other related meanings and be translated into Thai with other words. This study suggests that information provided in dictionaries alone is not sufficient. Learners should learn how to use corpora as a resource to enhance their lexical knowledge in both languages.

International branch campuses (IBCs) are becoming an alternative to domestic higher education institutions. Through interviews with Chinese undergraduates at a British IBC in China, this article examines the choice of a British IBC, using a combined model as the conceptual framework. It finds that the factors both affecting college choice and impacting study abroad influence the choice to study at an IBC, because of the nature of IBCs as foreign presences in the host countries. Academic achievement and supply of resources are necessary but not sufficient conditions for the choice of IBC. Further, students choose IBCs over other universities with similar entry requirements because of their capital and habitus, represented by their socio-economic status. Both students and their parents hope to leverage their accumulated cultural capital to reproduce their cultural capital, or to convert their existing economic capital into cultural capital. Moreover, social capital affects the choice to study at an IBC, and its impacts depend on the volume, strength and quality of the social network. Parents are the most influential persons, impacting the choice of IBC with their capital. Last, institutional characteristics, particularly as a gateway to studying abroad, attract students to study at IBCs.

Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children. Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa. Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa. Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch's inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study. Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher-learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support. Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met. Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.

Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.

This systematic review, specifically a Meta-synthesis, aimed to synthesize the challenges and implementation of Inclusive Education (IE) in selected Asian countries. Fifteen (15) out of 792 studies were selected and screened through a set of inclusion and exclusion criteria. Academic databases such as Google Scholar, Cross Ref, Open Alex, and Scopus using Publish or Perish, and repositories such as The National University of Malaysia Journal Article Repository and Seoul National University Open Repository were used to gather relevant articles. The articles selected were organized using the PRISMA 2020 Flow Diagram. The synthesized data were analyzed using Braun and Clarke's six-step thematic analysis, which emerged with eight sub-themes: insufficient resources, lack of purposeful training and professional development, contrasting IE laws and policies, weak government support, appropriate curriculum and proper classroom organization, assessment practices, awareness of IE, and constant collaboration among different stakeholders. The challenges and implementation of IE in selected Asian countries emerged as the meta-theme of the study. This study recommends that the respective governments and Teacher Education Institutions (TEIs) provide adequate fund allocation and revisit and strengthen existing laws and policies, professional development programs, and administrative support.

One of the furthermost essential reforms in education is STEM (Science, Technology, Engineering, and Math) education. To implement STEM education effectively at the elementary level, the teachers must be well equipped to face the complicated web that enshrouds the STEM education field. Identifying teachers' perceptions of STEM education is considered one of the ultimate significant processes that need to be considered by the STEM education stakeholders as the teachers' STEM practices are highly influenced by their perceptions of STEM. The purpose of this study was to investigate the teachers' perceptions of STEM education in Abu Dhabi private elementary schools. The researcher conducted an empirical study with a mixed methods design to meet the purpose of the study. 75 STEM elementary teachers from different private schools in Abu Dhabi participated in this study via an online survey method. The instrument of this study was a teacher questionnaire which was adopted from the valid and reliable cross-sectional Vietnamese survey of Thi To Khuyen et al. (2020) based on their official permission. The quantitative findings related to the teacher questionnaire revealed that 75% of the elementary teachers in STEM private schools in Abu Dhabi strongly understand what STEM education is and they strongly agreed that STEM competencies are extremely important. Yet, 50% of the teachers agreed that they find difficulties in implementing STEM education. Qualitative data related to the teacher questionnaire revealed that these difficulties were related specifically to the lack of STEM resources, the constraint of time, and the need for professional development. This study is unique in the UAE as no studies up to the best of the researcher's knowledge were conducted to investigate the teachers' perceptions of STEM education in private elementary schools in Abu Dhabi. Hereafter, this study is significant by contributing to the STEM literature in the UAE. More, the results of the study are valuable in terms of stipulating implications for STEM elementary education program developers as teachers' perceptions affect and shape their decisions in STEM field.

This study aimed to discover the roles and competencies of online English instructors as perceived by their students. Participants consisted of eight students enrolled in a basic English course in Turkey, who were taking the course online. Semi-structured interviews were conducted to collect qualitative data, which were analyzed using the content analysis technique with the help of Nvivo software. As a result of the study, roles of facilitator and leader; and competencies of delivering the content effectively, using varied teaching methods, activities and materials, fostering interaction, ensuring participation, having basic ICT skills, integrating technology into teaching effectively, offering and getting feedback, attracting attention, creating open and friendly environment, adjusting tone of voice, pre-class preparation, being aware of student profile and teaching accordingly, giving and checking assignments, motivating, being accessible, classroom and time management, evaluating effectiveness of the course, seeking ways for professional development, and adopting a favorable attitude towards teaching online were addressed by the students. However, the students asserted that their instructors do not perform most of these roles and competencies because of the challenges such as poorness of technical and technological infrastructure, interaction problems, lack of teacher readiness, and student profile. The students highlighted the necessity of a solid technical and technological infrastructure, and teacher development trainings on online teaching issues.

This study aims to evaluate the trend and frequency of coding/programming activities in Information Technology (IT) courses, according to different parameters. The study was conducted through a survey of a private IT (Information Technology) teachers in different levels (like primary, secondary, and high schools), with questions focusing on the extent to which coding/programming activities were integrated into their courses, the frequency of these activities, and the factors that influenced their use. The study also explored the relationship between teacher characteristics, such as their level of programming knowledge and teaching experience, and the use of coding/programming activities in their courses. According to the t-test results of the study showed that most IT teachers believed that coding/programming activities were important and useful for their students, but their use varied depending on factors such as gender, education status, age range, teacher experience, school resources, participating a programming training course and student interest. The study also found that the frequency of coding/programming activities varied across different IT courses, with some courses integrating these activities more frequently than others. The study provides insights into the current state of coding/programming activities in IT courses and highlights the need for further research to explore ways to better integrate these activities into IT education.

This study examined the factors that determined the science achievement of fourth-grade students on the Trends in International Mathematics and Science Study (TIMSS) 2019 in the USA. The data were retrieved from the TIMSS international database and imported to the R program for manipulation. The EdSurvey package was used to conduct multilevel analysis, taking plausible values of outcome variables, and weighting into account. Level 1 predictors included gender, sense of school belonging, no student bullying, instructional clarity, and attitude toward science. Level 2 predictors included instruction being affected by science resource shortages, school emphasis on academic success, a lack of school discipline problems, and students' preexisting with literacy and numeracy skills. The findings include that the variance between schools equals 33% and boys outperformed girls in science. Students' attitudes toward science, their confidence, and the school's emphasis on academic success were the two strongest positive predictors of both individual student's achievement and the school's mean science achievement. The other predictive variables were found to have only trivially positive or no effect. The utilized models could explain the variance within and between schools by 6% and 39%, respectively. The implications for policymakers and educational practitioners include boosting up confidence in learning science and by actively engaging students in inquiry-based activities and providing instant and constructive feedback, encouraging, and treating all students regardless of gender identity equally in teaching and learning science and schools should emphasize academic success.

This qualitative study reports the results of sensemaking when teacher-practitioner inquiry in professional development (PD) is carried out for 120 Vietnamese K-12 and college teachers. The PD was designed to prepare teachers to teach with different newly-approved English language coursebooks using a genre-based systemic functional linguistic approach (SFL). During scaffolds in workshops, teaching staff guided teachers in cooperating and drafting lessons using genre-based SFL, examining the lessons' impacts on students' responses. Teachers also journaled to unravel the knitted instructional complexities and express their willingness to adapt to emerging teaching practices. Data were collected via the video recordings, teachers' interviews, and content analysis of their inquiry products. Four themes representing the complexities in teachers' sensemaking of scaffolded collaborative PD were: (1) Improved teacher agency in terms of planning and instruction; (2) Research-based experiential learning creating a venue for intrinsic motivation to innovate in instruction; (3) An overwhelming feeling of inequity between high and low-resourced instructional situations; (4) The mismatch between teachers' advocacy for desired deep-learning approach and the traditional ideology of rote learning for exams.