Search

This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

Still rebounding from the impact of the global pandemic, the higher education sector is being challenged even further by the next wave of Artificial Intelligence (AI) technologies. These technologies have the power to generate in a matter of seconds, quality text, images, music and coding responses to questions or prompts entered into an online chat box. Currently, one of the most accessible and popular text generators is OpenAI's ChatGPT which was released in November 2022. Early evaluation indicates that the quality of the responses exceed standard pass rates for comparable university assessments. Even if academic protocols mandate that text cited from AI sources should be acknowledged and referenced as any other source material, the speed, accessibility and high quality of the AI material justifies a rethink of the purpose of higher education and a redesign of curriculum, pedagogy and assessment. An initial suggestion being promoted in the sector is that learning outcomes and assessments should move away from a focus on content memorisation and recall, to development of higher order thinking skills such as critical analysis, evaluation, resilience, creativity, problem solving, appraising and mastery of verbal communication and computer literacy. This preliminary paper examines some of the literature to date, which discusses potential risks and threats, as well as the opportunities to enhance learning, embedded in this new wave of emerging AI technologies in higher education.

Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

In the current era, the use of corpora in language teaching is mainly explored in English classes as it has become a trend in education. Hence, this research aimed to identify the corpus metadata, frequently used words, and unique words related to the Islamic boarding school context to be used in the English instructional process. This research employed a mixed method combining quantitative and qualitative data analysis methods. Two English Islamic boarding school books, several articles covering the scope of Islamic boarding school, and students' speech texts were selected as the data. Then, they were analyzed using the Voyant tool. The finding showed total words of 49,970: 5,417 specific words, 0.108 vocabulary density, and a 12,980-readability index. The finding will be incorporated into instructional resources for developing Islamic boarding school students' general and/or specialized vocabulary. The words, in particular, will provide a foundation for students in constructing Islamic speech texts, delivering speeches, and using English in an Islamic boarding school environment.

The aim of this study is to examine the national and international studies on the combination of interactive reading with language skills at the primary school level through the content analysis method. Upon being accessed using multiple keywords and databases and then selected by the researchers in the light of the criteria determined according to the research purpose, a total of 33 studies--22 articles and 11 postgraduate theses--were analysed by covering the period between 1984 and 2023. The analysis was conducted based on the following criteria: "research methods used, grade levels, number of participants, data collection tools, types of data analysis, types of participants, language skills covered, advantages and disadvantages on the basis of results". The results show that most of the studies have been conducted in the quasi-experimental design of the quantitative method, and likewise, most of them have been conducted with second-grade students. Interactive reading activities appear to have been carried out mostly between teachers and students in the studies generally involving small groups. The data of the studies included were mostly obtained through tests through descriptive statistical analyses. Since for the language skills were selected as the subject of the studies, it seems that reading skills were the most common, and almost all of the research results emphasized the advantages of interactive reading activities for the development of language skills.

The worsening global environmental crisis highlights the urgency of integrating Environmental Education (EE) throughout the curriculum including in English as a Foreign Language (EFL) curricula. However, challenges exist, such as the development of appropriate curriculum documents and educators' understanding of approaches to EE. This study looked at Indonesian EFL textbooks for elementary schools, focusing mainly on the images and how they can portray environmental themes. These images and some brief texts that accompany the images were examined using tools from ecolinguistics literature, including Stibbe's (2021) nine stories and the United Nations' EE objectives (UNESCO-UNEP, 1975). This study intends to fill a gap in the EE literature by analyzing images in elementary school textbooks in the specific context of Indonesia, generalizing the idea of EE to other contexts. Findings revealed that while some EE efforts were evident, the majority of the material leaned towards an anthropocentric (human centered) perspective, indicating a need for greater incorporation of insights from ecolinguistics to enhance the content. Moreover, in terms of EE objectives, the textbooks provided ecological knowledge but lacked emphasis on developing skills and encouraging student participation in solving environmental problems. Examples demonstrating the ability to evaluate and address environmental issues were also absent. Suggestions are made for future EE content in EFL materials.

In this paper, I propose a model of plurimethodological approach in ELT textbook design, in which one unit is based on the communicative PPP unit model, where the unit ends with a final communicative task, and the following unit is based on the action-oriented unit model, where the unit is a mini-project unit as a whole. Such a textbook model is based on the concept of plurimethodological pair-unit, where the communicative approach and the action-oriented approach are combined in coherence and synergy. In such a plurimethodological textbook design, the topics of the two successive units (one PPP unit and the other mini-project unit) are the same or closely related, so that the unit based on the PPP model will provide the students with much of the language and documentary resources needed to complete the mini-project in the following unit. The mini-project unit will provide the students with additional language and documentary resources for carrying out the miniproject, but as there will be less language and documentary work for students in this unit, students will be better able to concentrate on carrying out the miniproject. [Note: The page range (228-241) shown on the PDF is incorrect. The correct page range is 228-240.]

Starting from early childhood, children require proper guidance for their spiritual, physical, and mental development, as well as for fostering awareness of digital environments and achieving academic success. Classroom teachers play an important role in helping students become aware of digital environments and acquire effective digital literacy skills. The data of this study, which was conducted to examine the perceptions of classroom teachers about their own digital literacy, were collected using a semi-structured interview form consisting of 4 open-ended questions. The study group for the research was determined using the criterion sampling method, which is one of the purposeful sampling methods. It consists of 40 primary school teachers who worked in a primary school during the 2023 to 2024 academic year and have taught 1st, 2nd, 3rd, and 4th grades during their tenure. The "semi-structured interview form" developed by the researcher was utilized as the data collection tool. The content analysis method was employed to analyze the qualitative data obtained. According to the findings of the research, classroom teachers express the definition of digital literacy as the ability to utilize digital tools for various purposes, access information using digital tools, and produce digital content. Additionally, it is noted that the purposes of utilizing digital tools in the classroom environment include capturing students' attention, engaging different senses, and maximizing time effectively. Regarding the problems encountered in the use of digital tools in the classroom environment and their solutions, teachers stated that they update the application when they experience software problems, restart the computer when it freezes, and request technical support when the internet connection is interrupted. To support digital literacy in the education system, it was emphasized that teachers' development should be supported, technological infrastructure and hardware in education should be strengthened, and applied digital learning environments should be created.

Given the changing nature of the meaning of literacy, this study seeks to adopt a pluralistic view of literacies and provide a holistic picture of how coursebooks help learners improve their technological-related literacies to participate fully in the present and future world of multiple and multimodal literacies. Accordingly, the elements of digital literacies in sixteen widely used ELT coursebooks were explored through content analysis. The findings revealed the implementation of the four foci of literacies (communication, collaboration, information, and re-design) in the digital literacies framework throughout the coursebooks. All coursebook series primarily emphasized the aspects of communication and collaboration, allocating comparatively less attention to the elements of information and re-design. The findings have call for practitioners in the field to rethink the curriculum, take the digital literacy components into account, and augment the digital aspects that are less discussed in coursebooks.

The article analyzes professional collaboration in a lesson study involving university mathematics professors, with the objective of contributing to professional development. The research was guided by the question, What principles promoted professional collaboration among university mathematics professors participating in a lesson study? The research focused on a lesson study involving university professors of mathematics and mathematics education over twelve weekly meetings of two hours each. The empirical material included the researchers' field notes and the transcripts of the recordings of the lesson study sessions. A qualitative analysis, based on content analysis, revealed that collaboration involved: "professional sharing" and "decision-making." The research shows that by fostering collaboration the lesson study mobilized different principles of teaching professionalism, such as knowledge that is basic to teaching, values and ways of conducting university teaching, a social and moral commitment to teaching, and teaching autonomy, contributing to the professional development of higher education professors.

Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender, occupational, ability and geographical profiling in the textbooks. Content analysis was used to systematically identify instances of diversity representation in Grade 4 English First Additional Language and life skills textbooks. Quantitative content analysis accounted for the ubiquity of human characters' reflection in textbooks on the diversity variables in question. Qualitative analysis focused on the depiction of characters' gender roles. Quantitative data suggest that learners' social worlds were generally represented in the selected textbooks. However, males enjoyed greater visibility than females, and the visibility of disabled people was low. The 2 life skills and 1 English textbook portrayed both urban and rural settings. The qualitative analysis uncovered some gender stereotyping, where, for example, women were depicted in lower positions compared to men's high-paying vocations like judges, scientists, or doctors. Boys were depicted receiving prizes for their Matric achievements. Implications for publishers and writers commissioned to write textbooks include the need to consider representation of learner diversity in textbooks. The Department of Education should develop guidelines that promote such representation.

Identifying gifted students in today's complex context requires precision in both the definition of the concept and its constituent characteristics. However, there are discrepancies worldwide in the instruments established to diagnose gifted students. This study undertook a systematic literature review (SLR) to identify the most representative characteristics of this profile. A database of 676 articles from Scopus and WoS was analyzed, of which 37 were screened for further study using a content analysis approach. The study aimed to answer two research questions: (1) What are the prevailing characteristics of research on giftedness? (2) What are the challenges and barriers to current research and practice in gifted research? These inquiries were addressed through a series of disaggregated questions divided into four categories: publication metrics, study methodology, identification and support of giftedeness, and technology used. The main findings were a) the lack of standardized measures for identifying gifted individuals; b) the important role of teacher training in identifying and supporting gifted profiles; and c) the inherent limitations of research on giftedness, which constrain the generalizability of its findings. It was concluded that emotional intelligence plays a critical role in giftedness. Key challenges identified include discrepancies in giftedness identification instruments and the impact of cultural and socio-economic factors on gifted education.

This paper examined how performance-based funding (PBF) policies shape institutional performance and student outcomes for public four-year or above historically Black colleges and universities (HBCUs). By conducting a systematic review of the literature, the findings expanded on two main areas, as underscored by the pieces reviewed: (a) how the implementation of PBF policies across states impacts public four-year or above HBCUs, and (b) the intended and unintended consequences of PBF policy on public four-year or above HBCUs. The review of the literature largely indicated that public HBCUs continue to feel the burden of long-term disinvestment and lack of policy planning that is attentive to their histories, mission, and needs. Although researchers are still evaluating the impact of PBF policies on institutional performance and student outcomes based on PBF 2.0, the literature has affirmed that PBF 1.0 has negatively impacted student performance, raising several concerns about the future of HBCUs.

While early literature in accessibility services in postsecondary education largely focused on physically disabled students, their presence in the peer-reviewed literature from 1951-2012 was described as sparse by Gelbar et al. (2015). The studies that existed were largely descriptive, and no studies investigated the effectiveness of accommodations or services for physically disabled students. The present study extends this prior analysis and examines the professional literature on physically disabled students published from 2013-2021. Results indicated there was an increase in articles during this time that featured physically disabled students in the overall sample, and of articles focused on this cohort specifically. There was also an increase in the number of articles based in countries outside of the United States, Canada, and Great Britain, as well as a rise in the number of articles featuring qualitative designs. However, there remains a minimal number of articles featuring research designs that allow the field of postsecondary education and disability to determine research-based practices in providing access to the population, as well as articles that focus on 2-year and career/technical institutions and on faculty and institutional staff. Implications for research and practice are presented.

Adaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for users' capabilities and learning styles. The OpenEdR4C is a digital open educational platform designed to expand complex reasoning skills in students and lifelong learners of higher education. The platform addresses five types of learning obstacles: sensory limitations, learning styles, sociodemographic and socioeconomic contexts, and certain kinds of neurodiversity. All these considerations require a dynamic and assertive user profiling strategy to provide compelling adaptive learning experiences. This paper presents a Systematic Literature Review of user profiling strategies published in the last five years in SCOPUS and Web of Science databases. The findings allowed us to identify successful and applicable strategies that the OpenEdR4C research and development teams might use to select and shape the suitable strategy for the platform in two levels: a) procedures that favor the user to self-declare their profile and preferences; and b) profiling based on the system's detection of patterns and behaviors shown by the users. The results and discussion presented are valuable insights for educators, developers in the context of open educational resources design, and decision-makers of HiEd institutions or training centers. There is a suitable strategy for every type of profiling necessity; here is a combination of many to be used and developed collectively.

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

This paper presents the findings from a research project to analyse 30 years of the "Research in Learning Technology" journal (1993 to 2022). The analysis explores the content of the articles in terms of key topics and their relationship with sector events and policies, discussing key terms such as virtual learning environment, massive open online courses (MOOCs) and virtual reality (VR). It also considers how the terminology used to describe the field has changed over time, starting with a focus on the computer and expanding to include a range of common terms such as e-learning, technology enhanced learning (TEL) and digital. Between 1993 and 2015, issues of the journal were accompanied by editorials. This analysis considers how the role of the editorials helped to shape and establish the journal and influence the field of learning technology to take a more research and theory-based approach. Finally, an analysis of the locations of the authors who have published in the journal has demonstrated a shift from a predominantly UK-based journal to one with more international reach.

It is considered necessary to support the participation of children socially, and media tools having a significant effect on individuals today should reflect child participation. The aim of this study was to examine the right to participate in cartoons prepared for primary school children. The study was conducted with a descriptive survey model. The sample of this study was determined by criterion sampling and consists of a total of 10 cartoons on the TRT Children's channel for primary school children. The data were collected with a checklist and were analysed with descriptive analysis. As a result of the research, it was determined that in the cartoons, child-led participation was the most common level of participation, while collaborative participation was the least common. Furthermore, it was determined that the qualities of participation in cartoons were mostly related, voluntary and respectful and the safe and sensitive to risk were the least.

This paper approaches AI in TEFL teacher education from a perspective of digital text sovereignty (digitale Textsouveränität). Digital sovereignty (digitale Souveränität) is a concept that goes beyond media literacy and data literacy as a set of skills, to include personal competences in a more Humboldtian vision of education. Digital text sovereignty focuses on all those aspects of digital sovereignty that apply to the reception and production of texts, from the ability to produce and consume digital texts to the development of a critically-reflexive attitude to these texts (Frederking, 2022; Frederking & Krommer, 2022), making it especially useful in contexts of TEFL teacher education. This paper is based on an empirical study conducted within the EFL teacher education department of a German metropolitan university during the 2023 summer term. It analyzes 21 student essays written after an interactive 90-minute training session on ChatGPT, conducted in three intact TEFL teacher education seminars. Qualitative content analysis is used to identify domains of digital text sovereignty discussed in these essays, and to identify key themes related to four aspects of digital text sovereignty: Mediality, Source Code, Intentionality, and Veracity. The findings might be of interest for researchers and teacher educators interested in (a) modelling digital text sovereignty as it applies to AI; and (b) developing teacher education material and programs that target digital text sovereignty in an AI context, or that aim to support (future) teachers in developing an AI-informed pedagogy.

This article introduces researchers in the science concerned with developing and studying research methods, measurement, and evaluation (RMME) to the educational data mining (EDM) community. It assumes that the audience is familiar with traditional priorities of statistical analyses, such as accurately estimating model parameters and inferences from those models. Instead, this article focuses on data mining's adoption of statistics and machine learning to produce cutting-edge methods in educational contexts. It answers three questions: (1) What are the primary interests of EDM and RMME researchers?; (2) What is their discipline-specific vocabulary?; and (3) What are the similarities and differences in how the EDM and RMME communities analyze similar types of data?

Social skills play a central role in shaping individuals who are able to adapt and contribute to society. This article analyzes the comparative social studies curriculum in Scandinavian countries (Denmark, Norway and Sweden), focusing on how students' social skills are developed through their approach to learning. The research method used is a qualitative approach with an emphasis on document analysis and uses a horizontal descriptive approach in the context of comparative education. The results of the comparison found that Denmark emphasizes the integration of social skills in practical learning and research projects, Norway through an integrated approach with its contemporary issues while Sweden applies innovation through technology and community involvement. The comparison between the three countries revealed similarities, differences, as well as challenges and successes in the development of students' social skills. The conclusions of this analysis provide a foundation for recommending best practices and improvements in social studies curriculum, which can be applied globally to enhance students' social skills development in this modern era.

The aim of this paper is to describe and analyze how a group of prospective teachers create problems to develop proportional reasoning either freely or from a given situation across different contexts, and the difficulties they encounter. Additionally, it identifies their beliefs about what constitutes a good problem and assesses whether these beliefs are reflected in their problem creation. This is a descriptive-qualitative study that utilizes theoretical and methodological tools from the Onto-semiotic Approach in the content analysis of participants' responses. The results indicate that the prospective teachers' beliefs about what makes a good problem do not always manifest in their practice. The prospective teachers faced challenges in inventing problems that meet the established didactic-mathematical purpose, related to insufficient didactic-mathematical knowledge of proportional reasoning, achieving better outcomes in the arithmetic context and in free creation.

Artificial intelligence (AI) first made its entry into higher education in the form of paraphrasing tools. These tools were used to take passages that were copied from sources, and through various methods, disguised the original text to avoid academic integrity violations. At first, these tools were not very good and produced nearly incomprehensible output. However, through the use of generative artificial intelligence and natural language processing, the current engines supporting these tools have become better and more efficient at producing quality output. Recently, the artificial intelligence research company, OpenAI, developed a groundbreaking artificial intelligence engine to drive a conversational chat frontend application called ChatGPT. Backed by an expansive knowledge base that could rival any university library in volume, this AI-driven conversational application can produce well-written, seemingly academic, responses to questions. This paper examines text-based artificial intelligence tools that can be used for both ethical and unethical purposes and what simple methods can be used to recognize AI-generated output whose use may indicate plagiarism.

Generative Artificial Intelligence (AI-Gen) in education is a challenge for educational administrations due to the benefits and risks of its use. This research seeks to analyse the scientific production of AI-Gen in the educational field. The method used was a bibliometric analysis of descriptive and quantitative documents from the Web of Science database. The VOSviewer statistical programme was used to identify the keyword clusters and to create the network map. The results of this study ascertain that 2023 is the birth of AI-Gen research in education and has since produced a total of 178 papers, where Australia heads the ranking of countries with studies on this subject matter. The ChatGPT phenomenon materialises as a focus of study in the majority of cited research. The study includes seven keyword clusters, where the IA-Gen cluster which is related to terms such as challenges, risks and opportunities are highlighted. Following the discussion, the main conclusion of the study denotes that further research is required on the use of AI-Gen during the teaching-learning process in several educational stages to prevent plagiarism and to obtain a comprehensive understanding of this technology as an educational resource.

Given the significant global influence of the Common European Framework of Reference for Languages: Teaching, Learning, and Assessment (CEFR) on English language education, this study deals with aligning a university's academic reading tests to the CEFR. It aimed at validating the test construct of the academic reading tests in relation to the proficiency levels defined by the CEFR. The study employs two standard setting procedures outlined in the CEFR Manual: the Familiarization procedure and the Specification procedure, to explore the CEFR level of the academic reading tests as well as the prominent characteristics of the reading texts and the test items in terms of their level and key features. Three academic reading tests were randomly selected. The CEFR Content Analysis Grid for Reading was employed to characterize the content of test items and test tasks. The results indicated that 9 out of 18 reading texts were estimated to correspond to the B2 CEFR level. Texts estimated as B1 and C1 levels were evenly distributed, and none of the reading texts were classified as A1 or C2 levels. Moreover, the findings demonstrated a significant prevalence of B2 and B1 level items. Specifically, B2 items represented the largest proportion at 31.88%, closely followed by B1 items at 25.12%.

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity -- which comprise the majority of the research -- the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

One of the central purposes of an introductory family science textbook is to introduce students to the theory and research methods that are commonly used in the discipline and to the applications of research to practical issues confronting families. We examined seventeen textbooks published between 2012-2019 regarding the amount of content devoted to theory, research methods, and application. The authors systematically coded content in the textbooks based on an examination of the Tables of Contents and the Subject Index. The results indicate that most introductory textbooks include limited content about theory and research methods. Also, despite the emphasis of the profession on the translation of research, introductory textbooks did not include much information about family life education or family therapy. There was more coverage of family policy, but the authors rarely included a discussion of the policy process or how research can inform policy. These results can assist instructors in selecting textbooks for courses and assist authors in the development of future textbooks.

Purpose: This article explores the literary work of a teacher and activist, Yi O-Deok, as a lens to approach historically and culturally embedded notions of humanization in education in Korea. Anchored in the ethos of "Asia as Method," this study offers a unique perspective that exemplifies the importance of the local sociocultural context in Asia in enriching our understanding of universal concepts. Design/Approach/Methods: This study adopts a methodological approach centered around the examination of Yi O-Deok's work and his influence on critical literacy education. Key source materials include Yi's extensive five-volume diary and the various literary pieces he edited from the 1950s to the 1980s. Findings: Yi O-Deok's philosophy on humanizing education, deeply influenced by local contexts, provides a distinct, non-Western perspective. It offers a critical counterpoint to Western-centric educational paradigms and enriches the broader understanding of humanization in education. Originality/Value: The uniqueness of this study resides in its focus on children's writings, affirming faith in the unfiltered expressions of their pure spirits encapsulated in the raw "languages of the soil," which have persevered through the sociopolitical upheavals of Korea's modern history. This in turn strengthens the call for a nuanced, non-Western interpretation of the concept of "humanization" in education.

This scientometric analysis and systematic review methodologies examine the integration of gamification into steam education from 2017 to 2023. We collected data from the Scopus database. The study employed content analysis to evaluate 34 articles published during the past 7 years. The aggregate magnitude and trajectory of publications. The study examined trends in terms of annual accounts, number of articles, distribution of articles by sources, most productive sources, keywords, top collaboration groups, theme evolutions, contributions, practical consequences, and conceptual framework. The findings revealed the publication of 34 papers across 30 sources between 2017 and 2023, offering significant insights into the data and document formats. The research on steam with gamification revealed fluctuations, alternating between deceleration and positive acceleration. The articles experienced their highest growth rate in 2022. "CEUR workshop proceedings" is the primary source for the most frequently published articles. We request the keyword Plus growth rate for phrases such as "computer-aided instruction," "e-learning," and "embedded systems." The analysis's findings on thematic evolution unveiled three significant advancements: (1) Studies in science and technology have shifted their focus towards steam education. (2) Research on learning environments has expanded to include further investigation into stem education and the integration of science and technology. (3) School students' research has evolved and merged with the study of the learning process. The outcomes, contributions, and real-world significance of incorporating gamification into steam education. The conceptual framework ultimately fosters the development of creativity, problem-solving skills, and innovative abilities.

Experiential education, the process of providing students with applied learning opportunities within and outside the classroom, is rife with organizational complexity. This article examines Ontario's Strategic Mandate Agreements using qualitative content analysis to see how conceptions and communications of experiential learning have changed over time, and how universities have responded to government pressure to foster experiential learning. Drawing on frame analysis, findings reveal that universities have developed a considerable amount of institutional infrastructure and initiatives to support the expansion of experiential learning, and these efforts have been framed in relation to current discourse about graduate skill readiness. However, these outward signalling responses are not necessarily aligned with internal organizational processes (i.e., expansion of co-curricular learning). These mandate agreements represent official accounts of institutional priorities, which leave the door open for future research to examine micro-foundations of experiential learning through the perspectives of the faculty and staff inhabiting these institutions.

Many post-secondary institutions contain organizational values, which describe enduring beliefs that support strategic priorities and guide members of an organization. Relatedly, the adoption of health-promoting frameworks calls on embedding health within post-secondary institutions' core values. The study objective was to map Canada's post-secondary values to determine how health is integrated within value statements. Mixed methods were used to map institutional values, contextualize well-being, and identify thematic messages of health-related content contained within values. Most institutions espoused values (n = 64, 71%), yet only a small proportion of these institutions espoused health within their value statements (n = 7, 11%). Qualitative analysis revealed three thematic messages: (i) health as a descriptor for other institutional priorities, (ii) wellness broadly acknowledged or embedded within non-health values, and (iii) well-being as a core value or commitment. These novel findings suggest more institutions must embed health as a core value to demonstrate institutional commitment.

In an era characterized by evolving perspectives on diversity, inclusion, and decolonization within the domain of education, the exploration of African presence in educational literature emerges as an important endeavor. This study delved into a half-century of published works in "Educational Considerations," with a particular focus on texts about and from Africa. Employing a qualitative content analysis methodology, the research traversed a vast corpus of published works spanning five decades. The analysis showed a progressive transition from underrepresentation to an emerging exploration of Africa in "Educational Considerations," which signifies the growing acknowledgment of Africa's invaluable contribution to shaping academia, an essential part of the dialogue surrounding diversity and inclusive representation in educational literature.

Across multiple countries the term "big ideas" of mathematics has become a construct advocated as important for teachers' mathematical knowledge. Indeed, several policy or position statement documents about math learning in the United States (U.S.) have stated that "big ideas" of math is a crucial construct for teacher knowledge. With this study we sought to determine if there was consistency about this "big idea" construct that teachers of mathematics in the U.S. are advised to know. To this end, we conducted a content analysis of resources for U.S. teachers of preschool through grade 12. We determined that few resources defined a big idea and those that did lacked agreement with each other. Although most resources delineating big ideas cited Charles (2005) as the basis of their use of the construct, our analysis of the actual big ideas in each resource revealed inconsistent implementation of Charles' theoretical perspective. Thus, to move research and practice forward by more precisely defining and prioritizing this abstract construct we (a) clarified a definition, (b) specified five criteria, and (c) constructed a scholar- and teacher-friendly framework: The Big Ideas Framework. This framework consists of three ordinal levels to distinguish and prioritize the importance of big ideas based on relative size and power: Mighty Mega Math Ideas, Power Math Ideas, and Strong Math Ideas. Moreover, the big ideas construct has focused on Mathematical Knowledge for Teaching (MKT), whereas we urge the field to shift its theoretical perspective to value the entire construct or at least the two most powerful levels of the framework as aspects of Common Content Knowledge. In other words, we urge teachers and mathematics teacher educators to foreground Mighty Mega Math Ideas and Power Math Ideas with P-12 students and families to empower those we serve. Furthermore, given the dearth of peer-reviewed research about big ideas, we encourage a new branch of scholarship to analyze the impact of the practical recommendations we offered here.

Systematic overview of environmental literacy research in Indonesia is a crucial aspect for determining effective strategies for strengthening environmental literacy, unfortunately, this is not widely available, especially regarding research published in Indonesia. This research aims to reveal the profile, challenges, and opportunities for strengthening environmental literacy in Indonesia. SLR was used in this research by analyzing 36 articles that met the requirements collected from journals registered by Sinta in 10 years. The articles were then analyzed using a content analysis observation sheet. This research showed fluctuations and stagnation in the number of publications. Variations in design, subjects, instruments, and data analysis techniques are also revealed. Important research results also provide interesting findings in environmental literacy profiles, types of schools, and educational curricula. Based on this, researchers in Indonesia have the challenge of increasing the number of environmental literacy research published in Indonesia. This challenge becomes an opportunity to conduct qualitative and mixed-method research involving students at various education levels. Triangulation data analysis is also important. Furthermore, implementing the Adiwiyata curriculum and innovative learning using local wisdom has the potential to strengthen students' environmental literacy. This research provides an overview for other researchers to formulate effective strategies to improve environmental literacy.

This study aimed to investigate the lexical competence of English-major EFL students. The learner corpus comprised 552 pieces of writing by sophomore English majors during five academic years between 2017 and 2021, containing 190,506words in total. The results from Vocab Profile program showed that these students used words contained in the academic wordlist (AWL) at lower rates than what has been suggested by experts. This is probably because they were in their second year studying their first writing course. With less exposure to higher level English, they might not have developed an advanced vocabulary repertoire. However, when considering the AWL words used in each type of paragraph, it was found that the students used AWL words to a higher degree in comparison contrast, cause-effect, and problem-solution paragraphs, suggesting that the type of paragraphs can affect the lexical level of the students. When considering the British National Corpus/Corpus of Contemporary American English(BNC/COCA) lexical level, the words used were mostly in Base List 1, Base List 2, and Base List 3, respectively. The results from Vocab Profile program indicated that they used vocabulary at a very typical level compared to non-English majors, suggesting that they needed more input to stimulate them to use higher vocabulary levels in other advanced writing courses to attain an effective vocabulary level upon completion of the program of studies

Recent advances in educational neuroscience research underscore the need for a comprehensive analysis of articles in this field; such scrutiny can elucidate the practical implications of neuroscience findings in education and illuminate future research directions. The purpose of this study was to conduct a descriptive content analysis of articles published in the field of educational neuroscience. The data collected through the Educational Neuroscience Articles Classification Form were analyzed via content analysis. The diversity of research in the field of educational neuroscience and the growth in the number of studies in recent years demonstrate that this discipline represents a comprehensive and potentially effective field. In addition, developing concrete suggestions for practice strengthens the integration of educational neuroscience into educational practices. Furthermore, future research needs to focus more on converting theoretical knowledge into practical applications and assessing the impact of these applications. Moreover, increasing interdisciplinary cooperations is crucial for educational neuroscience to realize its full potential. Finally, further studies conducted through mixed methods and qualitative research methods provide a more comprehensive and in-depth understanding of educational neuroscience. On the other hand, the following recommendations have been made based on these insights: applied research studies can be conducted to directly integrate neuroscientific findings into educational practices. In addition, cooperation among educational scientists, neuroscientists, and researchers in the field of psychology can make the integration of neuroscientific findings into educational practices more efficient. Last but not least, research conducted through qualitative and mixed methods provides a more comprehensive and in-depth understanding of educational neuroscience.

Since September 2020, Fox News spawned an anti-critical race theory (CRT) disinformation campaign, that has reverberated in the whitestream's echo chamber. The disinformation largely appeals to white people who refuse to see racism, unless they feel it is impinging their rights. The campaign against CRT has penetrated the e-tailer site Amazon.com where books identified by Fox News as CRT texts have experienced increasingly hyperbolic and disinformed customer reviews. Encountering these reviews, we questioned how Amazon reviewers used a mundane platform to reify whiteness, while feigning hurt and ignorance. In this article, we present results from a qualitative critical race content analysis of Amazon.com customer reviews of four books identified by Fox News. A dialectical engagement between the tenets of CRT and key concepts of critical whiteness studies guided our analysis to describe how Amazon reviews enforced en/whitened postdigital spaces. Our results indicate that reviewers transmitted emo-social whiteness, discursively keeping white racism implacable yet, off the table. Framing our discussion, we examine current violent movements resulting from the anti-CRT echo chamber and its impact on education.

Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Gemini are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.

Finite complement clauses (FCCs) are an understudied syntactic structure of L2 advanced academic writing. The present study cross-investigated FCCs in qualitative (QUALI) and quantitative (QUANTI) research articles written by Filipino academic writers (FAWs) in Applied Linguistics (APPLING), Communication (COMM), and Measurement and Evaluation (MEEV). Specifically, it determined the FCCs with the most occurrences across five disciplinary research article sub-registers and identified whether these FCCs differ significantly in terms of frequencies of use. With Hernandez's (2021) framework adapted from Biber and Gray's (2016) study, this research analyzed five FCCs in 42 disciplinary research articles. Major results revealed that verb-controlled that-clauses (with 33.69 as normalized frequency count) outnumbered other FCCs in research article sub-registers across disciplines. They were more recurrent in QUALI and QUANTI APPLING research articles (7.91 and 7.54, respectively) and QUANTI and QUALI COMM research articles (7.34 and 6.96, respectively) than in QUANTI MEEV research articles (3.94). In addition, a significant difference exists between them and other FCCs at the p<0.05 level in terms of frequencies of use. In view of these findings, it can be concluded that verb-controlled that-clauses are the most useful FCCs in APPLING, COMM, and MEEV research articles. Likewise, FAWs across the three disciplines write more informally as signposted by their repeated use of that complementizer with these FCCs controlled by verbs. The study draws its implications for academic writing instruction.

The incorporation of computer technology in higher education has experienced substantial expansion and evolution in recent years. This study aims to examine the possibilities and problems that emerge throughout the integration process. Through an analysis of the multifaceted components associated with integrating computer technology within higher education, this study attempts to elucidate the prospective advantages and challenges encountered by educational institutions, instructors, and learners. The study relies on an examination of pertinent academic literature, case studies, and empirical research. This study identifies and assesses various significant opportunities, such as accessibility to educational resources, personalized learning experiences, enhanced engagement and collaboration, and the acquisition of crucial digital skills that arise from the integration of computer technology. Furthermore, this study delves into the possible beneficial implications of computer technology on the efficacy of institutions, cost-efficiency, and administrative functions. Incorporating computer technology in higher education poses several challenges, such as the digital gap, concerns about privacy and data security, the necessity for faculty training and support, alterations in pedagogy, and the possible diversions that may arise due to technology that require careful consideration. The study suggests a thorough examination of the many opportunities and challenges that are involved with technological integration in higher education.

The objectives of this research are to study (i) the development of the Lusheng and its relationshipwith Rongshui culture and (ii) the knowledge management for learning arts and culture insouthern China. This research used qualitative research methods by studying documentsand collecting field data through surveys, interviews, observations, group discussions, and workshops. The data was collected from a group of 18 people. The analysis was based on the objectives, and the results were presented in a descriptive-analytical manner. The research results indicated that: (i) Lusheng is an ancient musical instrument in the bamboo family that has spread throughout Asia, This instrument has evolved differently in difference regions. This musical instrument is closely related to the way of life of people in southern China. People use it as a show for entertainment during important festivals. They believe that the worship of ancestors and gods can protect one's life. Lusheng culture has artistic value and should be studied to be photographed for future generations. (ii) The knowledge of Rongshui Lusheng, a wind instrument made from bamboo, is a valuable musical and dance cultural heritage and deserves to be carefully studied through systematic inheritance. It was found that it is a teaching activity in educational institutions starting in primary school. Secondary and higher education learning in this study has two characteristics: Learning to produce Lusheng and practicing playing Lusheng, which must create a melody. The rhythm goes along with the related dance. In summary, this study can be used as a guideline for the conservation and inheritance of cultural heritage as well as a guideline for teaching and learning for the transmission of artistic and cultural heritage.

This article is a content analysis of peer-reviewed research publications from the years 2001 to 2022 to find the extent to which frequent relocation may affect the academic performance of military-connected students. There are many articles with a focus on civilian students that experience frequent residential and school mobility. However, to what extent has the extant literature focused on the military-connected student that also experiences frequent residential and school mobility? This article pays special attention to the current literature surrounding elementary-aged military-connected students. This article also examines areas of future research surrounding this group of students.

Since the mid-90s, a growing concern has emerged regarding text comprehension from a multimodal perspective. In the Chilean educational context, multimodality has been highlighted in the official programs of the Ministry of Education. The present study examines one of the official Chilean ELT school textbooks, investigating whether its reading comprehension questions align with the country's interest in developing multimodal literacy. This analysis employs Unsworth et al.'s (2019) taxonomy for classifying question types to examine 17 while-reading sections, comprising 216 questions. The findings reveal a predominant focus on questions that can be answered by reading the written text without looking at the pictures as well as a lack of images in several reading passages. These results highlight the crucial role that teachers play in complementing the school textbooks, enabling students to develop multimodal literacy as well as the necessity for textbook designers to recognize the pivotal role of images in comprehending multimodal texts.

This study aims to examine the studies on computer-assisted teaching in science teaching in terms of different variables with bibliometric analysis. Scopus database was used to collect the data. The phrase "science education and computer-assisted teaching" was written in Scopus on 11_07_2023, and 1232 publications were found. Since not all data is related to computer-assisted teaching in science education, the Scopus Social Science section was selected and filtered, and 454 publications were subjected to bibliometric analysis. VOSviewer program was used for bibliometric analysis. As a result of the research, most studies on computer-assisted teaching in science education were done in 2010, most articles were preferred as document type, the most frequently used keyword was computer-assisted instruction, the country with the most publications was the United States, and the most cited publication was Leidner and Jarvenpaa (1993) and the most frequently used term is student.

This article provides a detailed analysis of the various methods used in physics classrooms to teach oscillation and its related concepts. We thoroughly searched reputable databases, including Scopus and Web of Science. We analyzed 50 articles published between 2018 and 2023 using content analysis techniques such as elimination, classification, and grouping into themes. Our unit of analysis was the articles' methods, results, and conclusions. The results of this study are: (1) The trends in the development of research on the topic of oscillation and its derivatives from 2018 to 2023 indicate a declining interest. (2) During the period from 2018 to 2023, Indonesia emerged as the primary contributor to research on the topic of oscillation; (3) From 2018 to 2023, researchers predominantly focused on the topic of pendulum in the field of oscillation research (4) The most prevalent method for imparting oscillation content and its derivatives employed by researchers between 2018 and 2023 was experimentation, and (5) The most prevalent type of empirical research conducted on the topic of oscillation between 2018 and 2023 was pure research involving laboratory experiments. This systematic literature review is a foundation for developing various learning tools such as teaching materials, technology-based instructional media development, and primarily instruments related to oscillation and its derivatives. Overall, this systematic review highlights the need for more research on effective teaching methods for oscillation and provides practical insights for educators and researchers alike.

This study uses content analysis to document the representation of the homestay experience, focusing on the portrayal of U.S. host families and exchange students on 16 study abroad programs' websites. Despite the surge of international students coming to the United States for secondary education and the pressing need to recruit host families, not much is known about how study abroad websites represent the U.S. homestay experience. The results of this study suggest that study abroad websites provide a traditional representation of U.S. host families, characterized by two White host parents (with or without children) hosting predominantly White and Asian exchange students. Inter-reality comparisons reveal an over-representation of White host families and Black exchange students in study abroad programs' websites, though the representation of White and Asian exchange students appears consistent with the shares of White and Asian exchange students expected in reality. Implications for study abroad programs are discussed.

Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.