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English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

Türkiye with its multifaceted soft power, it aspires to strengthen its influence throughout the surrounding countries of the Arabian Gulf. Türkiye is applying the maximum prominent cultural and educational diplomatic strategies for boosting knowledge and cooperation to preserve its impact inside the Gulf location. By establishing the Yunus Emre Institutes (YEE), the implementation of cultural and educational activities, the ties between Türkiye and the member states of the Gulf Cooperation Council (GCC) has been reinforced. As a result of the world's rapid change soft power has become essential in the international arena. This article significantly assesses Türkiye's soft power tasks in the GCC area and its implication on the Arabian Gulf regional dynamics. It examines Türkiye's public diplomacy initiatives in the GCC through cultural and educational diplomacies on domestic and regional attitudes.

This article is dedicated to examining a bilateral project established between South Korea and Türkiye with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding the three pillars of sustainability and the 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformations regarding sustainability and early childhood education for sustainability. The data were collected through pre- and post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers' sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors' approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.

Following the launch of Russia's full-scale invasion of Ukraine in February 2022, scholarship has not yet addressed the role of the European Higher Education Area (EHEA) in this context. This paper asks: What is the political role of the EHEA as an institution and the instrumentalisation of its higher education (HE) cooperation initiatives in the context of the invasion? To investigate this, the paper thematically analyses interviews with representatives from key HE stakeholders in three EHEA members -- Germany, France and Italy, as well as key recent international communications related to the EHEA's response to the war. The thematic analysis revealed two overarching themes leading us to consider that: (1) the EHEA has been regaining its lost significance through shaping and disseminating its response as an institution to the invasion of Ukraine; and (2) HE cooperation in the EHEA in the context of this war has been acquiring a new meaning. These themes lead us to conclude that the war has prompted the EHEA to re-establish its purpose, following the ebbing interest in standardising HE structures. Most importantly, the EHEA has begun to emerge as a platform for political cooperation beyond HE for the promotion of peace in the European region.

This paper analyses the EU's approach to international research cooperation between 2012-2022 drawing on critical geopolitical perspectives and the spatial politics of (re)bordering. It identifies two periods which represent the EU's shifting approaches to international research cooperation from the pursuit of a liberal agenda promoting "openness" towards "selective closure" and a focus on ideological differences, regional interests and protectionism. This shift, we argue, was prompted by the changing geopolitical environment, marked by escalating tensions and perceived threats to the EU's economic stability, global position, security, and normative values. These factors spurred a re-evaluation of the EU's approach to international research cooperation, and a (re)bordering of its research space. We suggest that the EU began with utopian visions about the possibilities of neoliberal globalisation, open societies and economic collaboration and ended up withdrawing to a more closed and protectionist position in response to increasing external and internal threats, such as the aggressive actions of Russia in Ukraine, cyber-attacks by China, and the undermining of academic freedom in member states such as Hungary. This analysis contributes to understanding the relationship between geopolitics, higher education, and international research cooperation, highlighting the impact of a changing geopolitical environment on scientific cooperation in Europe.

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

Purpose: Higher education institutions (HEIs) have a pivotal role in global sustainable development. The purpose of this study is to assess the QualEnv Consortium's contributions (QualEnv, a cooperative network of 16 universities across several countries, aimed to promote sustainability within HEIs). This paper focuses on three key objectives: illustrating QualEnv's successful, replicable sustainability strategies, highlighting their application and outcomes and contributing to the discourse on sustainable practices in HEIs. Design/methodology/approach: This research uses qualitative and exploratory methods to provide an in-depth view of sustainability practices and strategies within universities. This study relies on documentation, specifically the "Sustainability Handbooks" of the QualEnv project, as a source of evidence. Findings: This study reveals that the QualEnv Consortium's strategies have significantly improved the environmental and social performance of participating HEIs. Notably, this research identifies substantial enhancements in key sustainability metrics, including reduced carbon emissions, increased adoption of eco-friendly practices and stronger community engagement. Research limitations/implications: This study has some limitations. First, the choice of a qualitative methodological approach may constrain the generalizability of the findings. Another relevant limitation is related to the uniformity in adopting sustainable practices. The effectiveness of actions linked to the Sustainable Development Goals may depend on consistency in implementation among participating universities, and variations in this aspect can affect the direct comparison of adopted strategies. Originality/value: This research contributes to the sustainability in higher education field by comprehensively examining the QualEnv Consortium's innovative approach. By focusing on QualEnv's experiences and outcomes, this research offers valuable insights and serves as a model for HEIs worldwide seeking to align their academic, research and community engagement efforts with sustainable development goals.

Research has been conducted at The William & Mary Center for Gifted Education in a variety of subject areas, making a significant impact on the field of gifted education, particularly in the area of low-income, underrepresented high-ability students. Early research focused on curriculum efficacy and program quality. Following the retirement of the founder Joyce VanTassel-Baska in 2009, the research agenda included psychological and social research in line with the new Executive Director's expertise. Collaborations have been a cornerstone of the scholarship at the Center throughout its history. This article includes an overview of research and scholarship at the Center, with a focus on the period since Tracy L. Cross became the Executive Director in 2009.

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

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

Our principal objective is to explore if interculturality is relevant for the success of a bilateral student mobility program, Mexico-Japan Technical and Academic Exchange Program (MJTAEP). First, the authors explain their methodology and objectives of field work. Second, they situate their analysis within a framework of growing academic cooperation, common ends, and variability, depending on national objectives. Third, they consider the motivations/aspirations of Mexican fellowship holders, as stated by respondents to an electronic survey (106), as well as in-depth interviews (21). The authors look specifically at the quality of courses aimed at providing linguistic, cultural, and technical tools to the Mexican grantees. Two topics are evaluated in detail: (1) the drivers and obstacles of academic integration of Mexicans in Japanese universities, and (2) the acquisition of hard and soft skills (relationships with sensei, alumni or administrative officers and knowledge/proficiency requirements) to facilitate student incorporation in the host society and institutions.

The mobility of international students is a crucial tool for the European Union's goal of creating a unified European Higher Education Area. Despite the initial assumption that all European universities and students can benefit equally from cross-university study experiences, certain European regions have become disproportionately favored over time. This has resulted in specific geographical patterns, challenging the principles of equality and openness in the EU's higher education policy. To better understand these spatial effects and enhance the EU's mobility policy effectiveness, this research analyzes the network properties of Erasmus+, comparing it with traditional degree-seeking activities. Utilizing a modularity measure with data from the EU and UNESCO, the study reveals significant sub-regional variations in the Erasmus+ geographical network, posing challenges for policy implementation and limiting mobility alternatives.

Transnational education (TNE) occurs when higher education institutions traverse borders to provide educational experiences outside their home countries. Such mobility creates several research challenges, as such institutions exist between worlds. They must balance home and host country legal requirements, navigate home and branch administrative norms, adjust to differing cultural and learning expectations, and even serve different student populations. To understand this complexity, researchers must employ mixed-method approaches, which are currently limited in higher education studies. In this paper, we explore TNE as a unique setting for conducting research. We outline our design choices and the challenges we faced in conducting research on TNE institutions. For the paper's central focus, we unpack a cross-cultural case study, which employs multi- and mixed-methods research, to assess the role of labor market outcomes at critical junctures of the student lifecycle at a binational university. By incorporating perspectives from the institution, alumni, and current and prospective students, we present a holistic view of perceived and actual graduate outcomes. This case vividly illustrates the limitations of mono-method studies. Furthermore, it demonstrates how mixed-method studies are useful for generating more meaningful outcomes in TNE research.

Comprehending interest group politics is central to studying the European Union's (EU) policy shaping and decision-making, in education as in other policy areas. Yet the contribution of non-governmental organisations (NGOs) to EU policy shaping and decision-making in European education has been overlooked. Drawing on organisational studies, this article presents the results of an embedded case study of two Brussels-based NGOs, one representing a sectorial interest and the other a broader interest in education. The author examines their organisational features, funding sources, relations to EU institutions and the advocacy tools they use to strengthen civil society's voice at the European level. She argues that these NGOs act as agents in a double-loop transmission rather than simple transmission belts as depicted in the literature. She draws attention to their increased dependency on EU funds and constant need for alliances and coalition building as two aspects which may limit their freedom or increase internal competition in the future. Determining whether this reflects a more general trend in the advocacy work of Brussels-based NGOs will require expanding attention to other NGOs active in education and across sectors.

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

Erasmus+, the European Union's mobility program has been researched extensively (e.g., De Wit, 2020), yet mobility program coordinators at higher education institutions responsible for student, faculty, and staff exchanges remain under-researched. This comparative study showcases a Romanian-U.S. Erasmus + partnership established between Universitatea Babes-Bolyai in Cluj-Napoca, Romania, and North Dakota State University in Fargo, United States. The study draws on (auto-)ethnographic explorations to investigate two coordinators' roles, responsibilities, and experiences and explores the infrastructure and qualifications needed to facilitate mobility programs. It concludes that the materialization of mobility agreements relies on a combination of personal and institutional motivations, interests, and goals. High levels of individual initiative, linguistic/cultural knowledge, connections, and consistent involvement on the part of the coordinators facilitating the process are required. We advocate for more institutionalized incentives and recognition for coordinators to continue shaping the future of global mobility in higher education.

This study delves into the experiences with managing study abroad reported by two mobility programs stakeholders: the vice-dean of International Relations and an Erasmus coordinator at a Faculty of a Spanish University. By means of content analysis of semi-structured interviews, this article aims to shed light on the intricacies of study abroad management in Spain, focusing on: 1) the types of study abroad programs that they are in charge of and their peculiarities, 2) the evolution of study abroad management in their institution, taking into account the pre- and post-pandemic period, and 3) the constraints and improvements to study abroad programs management that they are cognizant of. By approaching two types of stakeholders, considered to represent top-down and bottom-up study abroad management, the present study aims to triangulate perceptions from different actors that participate in the governance and guidance of study abroad in Spanish higher education.

In this article we examine the European Semester as an innovative form of policy coordination, with distinct effects on education and skills policies for Member States. We analyse the Semester's framing of education policy, and examine its manifestations in Spain and Sweden, two countries considered to be different in their approach to education. Drawing on a policy instrumentation approach and interviews with policy actors and documentary analysis, our research suggests that while the Semester has given education policy a significant place within the EU's governance, economic rationales for education are clearly dominant in the process. Still, we identify underpinning logics that strengthen the social and educational perspectives represented in the Semester, although these are still treated as productive forces for labour market integration. In addition, there is a strengthening of collaboration between the European Commission and Member States, but also tensions between different parts of the Commission over the definition and direction of education policy.

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

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

Globally, vocational education and training (VET) is considered important for ensuring the supply of skilled labour to the economy and economic competitiveness but also for helping the next generation with the transition to working life and integration into society. However, despite this importance, there are no international comparative studies on the effectiveness of the very different VET systems. In March 2024, the Organisation for Economic Co-operation and Development (OECD) published the 'Analytical and Assessment Framework' for PISA-VET, an international study on professional competencies and employability skills in VET. In this paper, some of the lead experts that contributed to the framework provide an outline of the aims of the initiative, the target groups, the assessment approaches as well as strength and weaknesses to stimulate discussion in the scientific community. VISA-VET aims to deliver comprehensive data, inform decision making, facilitate peer learning between countries, and promote the image of VET, in general. Target populations are learners toward the end of their VET programmes in the occupational areas of automotive technicians, electricians, business and administration, health care, or tourism and hospitality. Assessment approaches to domain-specific professional skills are simulation-based questions, digital simulations, and live or recorded demonstrations. The professional skills assessments are expanded by the assessment of employability skills and comprehensive data collections on national contextual and system-level factors. This paper discusses the selection and breakdown of occupational areas, the various assessment approaches and possible supplementary studies. Its overall aim is to initiate a broader discussion in the scientific community about the design of and expected insights from PISA-VET.

Micro-level internationalization offers possibilities to explore different human experiences in international higher education. This is especially crucial given well-reported issues of racism, micro-aggression, and underrepresentation of racially minoritized international academic staff, whose voices remain mostly invisible in internationalization discourses. Previous research connects these issues to the continuing legacy of colonial logic, that privileges hegemonic Westerncentric knowledge systems. In this paper, centrality is proposed as a conceptual framework that offers a direct response to the question of epistemicide which Santos (2014) explains as the exclusion of the knowledges of racially marginalized persons [in or with origins] from the Global South. It draws attention to how epistemicide and historicide (erasure of cultural history) impinge their agentic capabilities, drawing on their lived experiences and cognitive epistemological and ontological frames of knowing and being. Centrality, therefore, reiterates the need to center marginalized voices as legitimate and knowledgeable contributors to conversations and research on decolonizing internationalization, drawing on their knowledge, capabilities, and lived experience. This calls on Global North allies to not only articulate their positionality, acknowledging the inequities inherent in the hegemonic Western-centric epistemology paradigm but to contribute to dismantling persisting structural coloniality and embedded hierarchies in teaching, research, and international partnerships. Centrality thus offers a framework for: (i) dismantling the persisting pernicious legacy of colonialization by working collaboratively to undo the epistemic hegemony that perpetuates the universality of Eurocentric knowledge and subalternity of the Global South, and (ii) advancing access to ecologies of knowledge that affirms rather than disparages our shared humanity.

COVID-19 and the policy shift to lockdowns had a considerable impact on global higher education. Campuses transitioned to virtual, online teaching, leveraging a host of learning technologies to deliver educational content. While many universities had existing infrastructure to shift to online content delivery, interactive, collaborative learning within this virtual teaching space was not as simple. Students were unable to travel for valuable exchange and field-based learning activities, including applied research and internship opportunities. This best practices article considers one attempt during COVID-19 lockdowns in Aotearoa (New Zealand) and Ontario, Canada to co-create and deliver an innovative, cross-national virtual learning environment. The project that emerged from these unprecedented circumstances asked: how can students in different countries, on opposite sides of the globe, engage in virtual collaborations to develop practical insights into global, locally relevant public policy problems? The model leveraged existing academic staff, university resources, and existing relationships between researchers and community organizations to provide a successful model.

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

Purpose: This study examined the role of virtual student mobility (VSM) programs in developing international education partnerships and explored key factors for building successful transnational partnerships. Design/Approach/Methods: Drawing on Yin's case study approach, we explored several VSM programs offered by a Japanese national university in partnership with four research universities in China. Data sources included an autoethnographic account of planning and organizing virtual exchange programs and interviews with the partner universities' virtual exchange program coordinators as well as with students who took different virtual exchange courses under the partnership. Findings: Our case study showed that VSM models require significant collaboration, support, and commitment from universities to offer high-quality exchange programs. The initial establishment of VSM programs relies on existing relationships, clear communication, and a commitment to collaborate; however, VSM programs' success depends heavily on the quality of online support, as well as inter-university communication and collaboration between administrators and faculty and intra-university communication and collaboration with partner universities. Based on the research results and the previous literature on international higher education partnerships, we propose a renewed partnership model in VSM comprising three main characteristics: (1) effective coordination and support, (2) effective communication, and (3) a commitment to partnership. Originality/Value: Amidst emerging VSM models in higher education, this study contributes to the literature by proposing a renewed partnership model for sustaining VSM programs.

This study examines the patterns of relationships in North-South higher education partnerships, emphasizing the experiences and perspectives of the Southern partner. Employing a comparative case study design, the research explores two cases of partnerships between universities in Ethiopia and Norway, involving interviews with 40 participants as well as a review of relevant documents. The analysis maps out how the partnerships are formed and functioning, comparing the two cases in terms of the positioning and agency of the Southern partners. The findings indicate that North-South higher education partnerships are shaped not only by structural factors but also by context-specific elements embedded in the local environments. These context-embedded factors are found to be crucial for challenging the problematic consequences of inherent asymmetries in the partnerships and, thus, for paving the way for more mutual collaborations.

The power of sport to affect social change is widely acknowledged. However, little empirical research has explored the use of sport in engaging young people in global education. This article fills the gap by exploring the role of sport using experiential learning tools as delivery methodology for global education in the context of Central Europe (Czechia). The study focuses on the experiential learning process of the study participants, a mixed intercultural team of Czech and Kenyan youth ambassadors participating in a Football for Development project with the aim of engendering cultural understanding, respecting diversity as positive and valuing differences as beneficial to society. The study benefited from a newly developed non-conventional data collection tool enhancing the research methodology and allowing for the facilitation of the participants' ability to discover and process the experience-related learning through reflexivity. By showing the changes in knowledge, skills, values and attitudes, our findings indicate how the sport for development programme contributes to creating a semi-conscious learning environment for global education.

Considering SRL is one of the key aspects that determines an individual's success in STEM learning, knowing the development of research related to this topic is crucial. This research aims to conduct a bibliometric mapping analysis of research published in Scopus-indexed journals from 2013 to 2023. The search yielded 1683 publications, which generally showed an increasing trend. The analysis results showed the distribution of publications based on document type, year of publication, and geographical area. Then, the co-authorship analysis results showed publication collaboration among countries and among authors. In addition, the citation analysis results provided information on the most influential authors, journals, and publications. In relation to the co-occurrence analysis results, the most popular research focuses were the relationship between SRL and "e-learning" and "engineering education". The topics that are quite popular are related to "mathematics", and those that are less popular are related to the terms "stem (science, technology, engineering and mathematics)" or "stem" and "science" or "science education". Regarding trending topics, several keywords that have been popular recently are "covid-19", "online learning", "major clinical study", "technology", "human experiment", "student learning", and "academic achievement". Several recommendations are also provided based on the findings and limitations of this research.

Work-integrated learning programs for higher education students that involve an international component require people in the recipient countries (in-country partners) agreeing to host and engage with the students. Yet research on these programs has focused almost exclusively on the participating students. Thus, the aim of this study was to focus on the in-country partners and gain further understanding about who they are, and how they perceive and experience these programs. Interviews with twelve in-country partners from the Indo-Pacific revealed that in-country partners are professionals contributing significant time and resources, their reputation, and cultural knowledge towards these programs. While they value the energy and ideas the students bring, they are concerned about inadequate cultural preparation of students, and the unilateral nature of the arrangements they have with higher education institutions. Future programs would benefit from including more of the in-country partner's 'voice' in program design and development.

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

Globalization and the call for global citizenship education have enabled virtual exchange to prepare healthcare students as emerging healthcare professionals for working in an increasingly interconnected and diverse world. Integrating virtual exchange opportunities into undergraduate curricula in higher education equips students with the knowledge, skills, and attributes needed to be responsive to global healthcare challenges. This study reports on the perceptions of undergraduate healthcare students from geographically distant locations on how (if any) participating in an international virtual exchange project fostered their intercultural competence. Anchored in social constructivism and adopting a qualitative methodology, data was collected using an online, open-ended reflective questionnaire. Findings from the thematic analysis highlight that integrating virtual exchange into curriculum design can foster intercultural competence, preparing healthcare students as emerging professionals for the world of work that necessitates an appreciation for diverse ways of knowing, being, and doing to ensure optimal healthcare.

This paper analyses the role of libraries in the development of Open Educational Resources (OER) and, more specifically, the impact and level of implementation of UNESCO's (2019) OER Recommendation in Higher Education libraries. This study, the result of a joint undertaking between a national R&D project and SPARC Europe, is based on an online survey, disseminated amongst the European Network of Open Education Librarians (ENOEL) and uses a descriptive research methodology. The results highlight the implementation actions being taken by university libraries (n = 136) in each of the five areas of action of UNESCO's Recommendation. We find that the main contributions are being made in the areas of capacity building and Open Education policies, but that considerable work has yet to be done in terms of promoting inclusiveness and the sustainability of OER. Thus, the full implementation of UNESCO's recommendation requires a greater commitment on the part of librarians to joint actions undertaken via international networks and projects, as well as greater institutional commitment and the building of interdepartmental alliances.

This article provides an analysis of how equitable, inclusive, and meaningful partnerships between the Global South and Global North, which have been characterized by challenges (Kumar 2019), can be established and enhanced by minimizing the power dynamics that undermine their intended goals. This article argues for a relook and disruption of the current models of partnerships and collaborations that have over the years not worked well for partners in the Global South by proposing a consideration and adoption of more responsive and mutually beneficial options through the ACE (Aware, Connect, Empower) principles. The ACE principles provide for new ways of action, including alternative strategies for equitable collaborations across cultures and regions. This includes the adoption of the African Ubuntu philosophy advocating for the creation of awareness amongst partners in collaboration with the need for transformations and empowerment to enable students to gain both intentional intercultural and international experiences. [Note: The publication year (2023) shown on the PDF is incorrect. The correct year of publication is 2024.]

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

What are the meanings and aims of social sciences in a global social environment marked by ever-growing processes of exchange, connection, inequality and conflict? How do we contend with the social sciences as the science of modernization? How do we account for the Western-centered biases ingrained in their proclamations? And in what ways are the social sciences useful to scholars and professionals in different societies? These questions figure at the heart of IDEAS (International Digital Exchange between Africa and Switzerland), a project that aimed to examine them across continents and generations. [This article was written by the IDEAS Collective. Note: The publication date (2023) shown on the PDF is incorrect. The correct publication date is 2024.]

The aim of this study is to examine the views of preschool teachers in Turkey and Europe on eTwinning projects comparatively and to determine the extent to which teachers' experiences are similar and different. It is expected that the findings will motivate preschool teachers and administrators to develop eTwinning projects. In this study, case study method was used as a qualitative research design. Thirty-two preschool teachers from Turkey and Europe were reached through convenience sampling, one of the purposive sampling methods. A semi-structured interview form was used as a data collection tool. The first part of the interview form included general information questions about the teachers and the second part included questions about the teachers' views on eTwinning projects. From the data obtained, it was determined that Turkish teachers created more codes than their European colleagues, however, teachers in both groups generally had positive views about eTwinning projects and took part in these projects voluntarily.

The pedagogical competency of preschool teachers is critical in shaping the learning path of young learners in today's world. Modern early childhood education, by focusing on the development of crucial skills like teamwork, innovation, and problem-solving, lays the foundation for long-term learning and success. This research delved into the shift in global research outputs over time, spotlighted significant contributors including publications, authors, and countries, and surveyed the prevalent themes discussed. From 1993 to 2023, 1163 out of 2034 papers from the Scopus database were analysed. A quantitative bibliometric approach was utilized, rooted in the 7C-21 framework, using with the PRISMA model to assure a structured and exhaustive review process. The findings indicated a rising emphasis on promoting pedagogical competency in early-grade teaching force, as seen through increased scholarly contributions. Principal contributors, such as journals, authors, and countries, play a pivotal role in encouraging collaboration and the spread of knowledge. The research underscored the necessity for holistic training programs for 21st-century preschool teachers, spotlighting themes like early childhood educator training and the cultivation of pedagogical competence. The study also documented a transition towards practices driven by evidence and cutting-edge methodologies to meet the ever-changing learning requirements of young learners.

The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

The main objective of the current study is to carry out a critical stylistic analysis of Al Jazeera's online news reports of the 2017 Gulf crisis. The study specifically examines the linguistic strategies employed by Al Jazeera newsmakers in order to effectively communicate their ideological perspectives. The research employs Jeffries's critical stylistic framework (2010) and corpus methodologies to examine a corpus obtained from Al Jazeera English, which covers the first month of the crisis. A combination of qualitative and quantitative methodologies has been employed to analyze the ideological implications embedded within the narrative of the platform, focusing specifically on the strategies of naming, describing, equating, and contrasting. The study discloses that Al Jazeera has used specific nouns and phrases to portray the measures against Qatar as deliberate, violent, unjustifiable, and retaliatory, blaming the Saudi leadership. Complex noun phrases and evaluative adjectives have been utilized to intensify this description, while nominalization conceals agency and creates skepticism. The narrative has subtly portrayed Qatar as a passive victim of negative actions, using equating strategies to criticize the Saudi leadership's policies and the blockade. Contrasting strategies have presented contradictory actions, questioned their credibility and legitimacy, and encouraged cohesion among Gulf nations.

Purpose: Following globalisation, a rich literature on global citizenship education developed (Akkari & Maleq 2020; Goren & Yemini 2017). However, recent developments in international politics prompt us to ask whether global citizenship education gives young people a grasp of the international world. We argue that global citizenship education theory must be supplemented because it does not provide much guidance to help young people understand international politics properly. Design/methodology/approach: We discuss how theories of global citizenship education conceptualise international conflicts and how three theories on international politics offer supplementary conceptions and perspectives. Findings: Global citizenship education should be supplemented with theories of international politics. Research limitations/implications: Our analysis only indicates some implications for global citizenship education, and further research on the didactical implications is required. Practical implications: Global citizenship education must rely on a wider set of theories to prepare the students for understanding global issues.

This article examines how European regionalization influences Ukrainian public universities by exploring the Ukrainian education strategy and institutional internationalization and marketing policies. The study outlines specific historical and geopolitical conditions that have determined the development of the higher education system in Ukraine. Using a case study, the author analyses university development policies within regional, national, and local environments and examines challenges to and supports for the implementation of these policies. The analysis shows how the combined conflicting influences of the Bologna Process and Soviet legacies have affected Ukrainian universities. The article relies on the study results obtained before the Russian full-scale invasion of Ukraine. It also offers an analysis of higher education internationalization reforms during the recent events of Russia's war against Ukraine. The study contributes to the understanding of internationalization efforts in an East European country under multiple, sometimes contradictory, influences of the Bologna Process and the Soviet past.

This paper offers a comparative analysis of internationalization policy between two distinct nations entrenched in unique sociopolitical and economic cultures, namely Japan and the United States of America (U.S.A.). How do different policymaking processes impact internationalization policy in practice? While Japan's internationalization policy is clearly articulated at the national level, the U.S. does not have a national higher education internationalization policy that emanates from the federal government. Therefore, in this study we analyzed macro-level data from three distinct policymaking sectors to identify U.S. national policy. Our analysis identifies the policy-making process in each nation and elucidates how internationalization policy unfolded in both cases. Second, we compare the development of higher education internationalization policy efforts in the two countries, sequencing events, factors, and rationales that impacted national policy. This approach allowed us to compare the implications of having a centralized versus a pluralistic internationalization policy-making process in the 2000s. Our research shows that, in practical terms, there is more variation in higher education internationalization policy in the U.S. than in Japan. In both countries, policy dynamics were influenced by social and economic factors, and political factors influenced policy in the U.S. An academic and humanitarian rationale for internationalization policy was not central to the essence of the policy in either country.

In this paper, we present an activity to introduce the idea of public-key cryptography and to make pre-service STEM teachers explore fundamental informatics and mathematical concepts and methods. We follow the Theory of Didactical Situations within the Didactical Engineering methodology (both widely used in mathematics education research) to design and analyse a didactical situation about asymmetric cryptography using graphs. Following the phases of Didactical Engineering, after the preliminary analysis of the content, the constraints and conditions of the teaching context, we conceived and analysed the situation a priori, with a particular focus on the milieu (the set of elements students can interact with) and on the choices for the didactical variables. We discuss their impact on the problem-solving strategies the participants need to elaborate to decrypt an encrypted message. We implemented our situation and collected qualitative data. We then analysed a posteriori the different strategies that participants used. The comparison of the a posteriori analysis with the a priori analysis showed the learning potential of the activity. To elaborate on different problem-solving strategies, the participants need to explore and understand several concepts and methods from mathematics, informatics, and the frontier of the two disciplines, also moving between different semiotic registers.

This essay serves as a personal narrative to share experiences and lessons learned in using a sabbatical to form international collaborations for SoTL research. I share my motivations for seeking an international collaboration, explore my predicted and realized benefits, and address challenges encountered including time constraints and administrative barriers.

This paper explores how faculty in Kazakhstan perceive the current and potential effects of the Russia-Ukraine war and sanctions on internationalization and international mobility in higher education in the Central Asian country. The purpose of the study was to provide some initial insights into the perceived effects of the conflict on international mobility and higher education in the country, which has the longest border with Russia. The study uses grounded theory as an approach to research design. The data was collected via semi-structured interviews whereby the participants were selected from among faculty of Kazakhstani universities using a combination of snowball and maximal-variation sampling approaches. The results of the analysis revealed that the participants interpret the impacts of the conflict predominantly in neoliberal terms with only some faculty members noting potential effects in terms of academic colonialism. Identified themes are best interpreted in terms of the conceptual construct of capital. We suggest a combination of several capital theories as a potential theoretical framework for understanding perceptions of the effects of war on internationalization and international mobility in higher education.

This paper explored students' experiences in an international virtual student mobility (VSM) program at a Japanese national university implemented in collaboration with partner universities in the Asia Pacific region and Europe. Through students' narratives, the study discerned how students perceive "mobility" and the concept of "international students" after participating in a virtual student mobility program. Findings revealed a tension between students' understanding of "mobility," official narratives, and students' actual experiences. While VSM programs facilitate communication and knowledge exchange across borders and develop cross-cultural communications, prevailing binary definitions in student mobility, such as "inbound" vs. "outbound," "domestic" vs. "international," or "study abroad" vs. "internationalization at home," limit VSM potential to be fully realized. This misalignment of the traditional understanding of student mobility that emphasizes place and borders challenges the official narrative of student mobility and urges educators to re-align and re-frame how we understand "international students."

STEAM education with gamification, a method that integrates game elements into the learning process, has proven to be a powerful tool. It not only encompasses various forms of gamified education but also has the potential to captivate and inspire students, breathing life into the course material. This study aims to present a comprehensive summary of the research carried out in the domain of STEAM education, with a particular emphasis on gamification. The focus will be on analyzing studies published in the past seven years. A meticulous bibliometric analysis was conducted to investigate the patterns in the published literature on STEAM education with gamification from 2017 to 2023. The relevant documents were retrieved by using keywords related to steam and gamification in the title, abstract, and keywords of the documents. Thus, 34 documents were acquired from the Scopus database for bibliometric analysis. The review analyzes the rate of publication growth, identifies the papers with the highest number of citations, determines the primary sources of these articles, evaluates the productivity of authors, examines the leading countries contributing to the field, and identifies the prominent subject areas within the research domain. Thailand has the highest output level in terms of publications and citations, as inferred from the results of our analysis. The Ceur Workshop Proceedings are widely acknowledged as the foremost scholarly resource in their subject. We have identified the most important keywords related to gamified STEAM education by conducting keyword analysis. Factorial Analysis provides a visual summary of the complex relationships between various concepts related to educational technology.