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The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder's self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.

This research examines the significance of higher education institutions (HEIs) as anchors in their host cities and their community engagement strategies between 1980 and 2020. By examining four case studies of urban-based universities that are members of the Coalition of Urban and Metropolitan Universities (CUMU) across diverse geographical and socio-economic contexts, this study analyzes the impact of anchor strategies on local communities, economic development, and urban revitalization. Two public institutions--Rutgers University-Newark (RU-N) and the University of Pretoria Mamelodi Campus (South Africa)--and two private institutions--Syracuse University (S.U.) and the University of Pennsylvania (UPenn)--comprise the four selected case studies of urban-based institutions. A comparative analysis of the case studies reveals that effective anchor strategies frequently involve multidimensional approaches that address the social, economic, and public safety challenges of their respective cities. In addition, the study identifies the key factors contributing to the efficacy of anchor strategies, such as strong leadership, stakeholder collaborations, and maximizing the role of mission and vision. The findings of the study highlight the interplay between universities and their environments rooted in their host cities. This can serve as a model for other universities interested in becoming anchor institutions or otherwise participating in the work of urban serving higher education institutions.

Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students' future success. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment. This is a mixed methods study using survey data collected from pre-service teachers in an education course. The study aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings of this study showed that the respondents are more prepared and comfortable using their 4C skills than their technology skills. The potential implications of technology and 4C skills deficiencies and strengths on future teaching practices are discussed. technology) environment.

This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The initial three dimensions are depicted in chronological order, while the fourth dimension is pervasive throughout all preceding stages. Furthermore, we depicted how technology is present throughout the co-creation process, delineating its role in each dimension distinctly. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts, enabling student involvement in their own learning journey through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.

Mainstream writing instruction risks marginalising non-dominant voices if not consciously adapted using critical multicultural frameworks. This study analyses Mary Lynn Rampolla's widely used "A Pocket Guide to Writing" in History through a Cultural-Historical Activity Theory (CHAT) lens, taking notes on voice, power dynamics, and participation elements. The analysis uncovered alignments like the focus on active reading and argumentation. However, tensions emerged regarding the lack of collaborative learning and critical framing of academic conventions. Findings suggest that relying solely on mainstream writing advice risks student empowerment and critical consciousness deficiencies. Writing instructors should supplement individual skill-building with critical perspectives and participatory activities. While conventional guides provide useful starting points, realising the transformative goals of critical multicultural education requires balancing mainstream approaches with conscious efforts to incorporate collaboration, student voice, and critical framing. Further research should build on this study to strengthen writing pedagogy for diversity and equity. It could involve collaborative ethnographic studies in diverse classrooms to examine real-world applications, affordances and limitations. Additionally, studies comparing findings across guides using critical frameworks like CHAT, Critical Race Theory and Critical Discourse Analysis could offer a deeper analysis of patterns and equity implications.

This guest perspective argues that converting in-person summer pre-college program participants into matriculated, degree-seeking undergraduate students at that same institution is a multi-step process that involves: 1) strategic pre-college program recruitment, 2) a curated and well-rounded summer pre-college experience that is both academically rigorous and socially dynamic, and 3) continued and consistent post-program engagement. It also argues that summer pre-college programs should work intentionally with Admissions departments during pre- and post-program development to create the most effective recruiting and enrollment pipelines from pre-college to eventual matriculation.

Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

Awareness of child safety issues has increased worldwide, particularly in developed countries. Several policies have been adopted, and the mandates for teachers' compliance have been reinforced as well. However, the definition of child safety tends to be ambiguous, and teachers face difficulties in collecting evidence on violations concerning student safety owing to the sensitive nature of the problems. This situation reveals the issue of imperfect and incomplete information, terms used to refer to the absence of information about other actors and the rules of the game. A school reform approach that originated in Japan, known as School as Learning Community (SLC), effectively addresses this issue. SLC was originally developed for re-establishing learning in school communities. This study aims to examine how SLC can reduce imperfections in and incompleteness of information in the framework through both internal and external collaboration.

Science literacy abilities and collaborative skills are part of the life skills demands of the 21st century. This research aims to analyze the effectiveness of the PjBL learning model in improving the Science literacy and collaborative skills of students at Muhammadiyah 2 Middle School, Batu City and Muhammadiyah 8 Middle School, Batu City. The research design uses Pretest-Posttest Control Group Design. The research sample consisted of 60 class VIII students taken by total sampling. Data was obtained through observation, questionnaires and tests. Data analysis uses covariance analysis (ANCOVA) to verify the data against the proposed hypothesis. The research results show that the average Science literacy and collaboration in PjBL learning is higher than conventional learning. The results of the analysis can be concluded that the implementation of PjBL effectively influences students' Science literacy and students' collaboration skills. Thus, the PjBL model is recommended to be implemented to support the implementation of the Independent Curriculum at the junior high school level as an effort to develop students' 21st century life skills.

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master's and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master's and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master's and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master's and doctoral candidates flexibility and increased their learning engagement.

Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial "justice-in-the-doing," the internal, interpersonal, and institutional work to disrupt hegemonic whiteness" (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.

This study examines parent-school collaboration in primary schools. School administrators, teachers, and parents are the stakeholders of the school, together with the students. Coordinated and harmonious work by all stakeholders increases the success of the school. The family plays an important role in raising a child, and the importance of collaboration between school and family is increasing day by day. Therefore, we expect parents to collaborate with teachers and school administrators in this process. The sample consists of 336 primary school parents randomly selected from 4 schools in Edirne, Turkey. We used the "parent-school collaboration scale" to collect research data. The scale contains 30 items and 5 subscales. ANOVA (Analysis of variance) was used in the analysis of the data, and in cases where the difference between population means was significant, LSD (the least significant difference) test statistical techniques were used to determine the source of the difference. Interdimensional relationships were determined by the Pearson correlation coefficient technique. There is a recursive relationship between the parents' collaborative attitude and their communication with the school. If the level of communication between parents and other stakeholders in the school increases, the attitude towards collaboration with the school will also be more positive. According to the research findings, the importance of parents sharing information about their children is emerging.

Based on the analysis of the available literature, the competence of cooperation with parents can be defined as a construct of knowledge, skills, and attitudes that enables speech and language therapists to collaborate successfully with parents of children in therapy. This study aims to examine how speech and language therapists from Slovenia and North Macedonia assess their knowledge and skills necessary for cooperation with parents and what their attitudes are in general regarding the involvement of parents in speech and language therapy. For the purpose of the study, a questionnaire was developed to measure the competence of cooperation between speech and language therapists and parents in a sample of 110 speech and language therapists, including 62 speech and language therapists from Slovenia and 48 from North Macedonia. The results show that there were differences between Slovenian and North Macedonian speech and language therapists in self-assessed attitudes towards parental involvement but no differences in the domain of knowledge and skills. The interaction of country and years of work experience is significant for the knowledge domain. Attitudes about cooperation with parents are not affected by years of work experience, area of work, or additional professional training; only the country where the SLTs work has an impact. The competence of collaboration between speech and language therapists and parents varies between the two countries, but there is space for improvement in each domain. The findings of this study may provide a starting point for further research on the competence of cooperation between speech and language therapists and parents.

The purpose of this study is to examine the network effect of school principals as it relates to school improvement. Network practices of school principals are compared to an innovative practice for improving networking practices. Through descriptive statistics and chi-square goodness of fit, we illustrate the difference between what school principals do concerning their networking practices for school improvement compared to an innovative ideal approach for using network working for school improvement. Findings indicate there is a statistically significant difference between school principals' networking practices in comparison to ideal networking practices for school improvement. There are also differences between who school principals seek out for ideas and who they seek out for feedback concerning their school improvements. Further discussion informs how the next generation of school principals can be equipped with innovative skills for tackling 21st-century school improvement issues.

In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the "problems" of education, offering new pathways to "do wellbeing" in learning spaces.

Postsecondary students with disabilities risk facing challenges while pursuing their academic goals. Although disability service providers are encouraged to support their goal pursuit, its actualization and the role of individual differences remain poorly researched. We examine the role of autonomy striving dispositional styles, need satisfaction, and goal action crisis. A three-wave, semester-long study was conducted with 234 university students with disabilities. Through path analysis, a type of structural equation modeling, four hypotheses were tested. Assisted autonomy was associated with higher need satisfaction and less severe goal action crises in the middle of the semester. Indirect effects were also evidenced on goal progress and positive affect at the end of the semester. Striving to satisfy their autonomy need through collaborative means supports well-being and academic goal progress for university students with disabilities. Disability service providers and university settings are thus encouraged to create need-supportive environments and foster collaboration across campuses.

Engineering education aims to equip children with the skills to solve and apply complex problems. Problem-solving processes in engineering require high-level thinking and mind habits. Habit is a term used to describe various aspects of intelligence. Engineering habits of mind are the values, attitudes, and thinking skills associated with engineering. This research aimed to develop a scale to assess the engineering habits of mind of children ages 5-8. The study involved 417 children in two provinces in the southwest and northwest of Türkiye. We performed Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) for the scale's construct validity. The scale consisted of 35 items and six factors and explained 59.2% of the total variance. We called the factors "system thinking," "creativity," "optimism," "collaboration," "communication," and "attention to ethical considerations." According to the CFA result, the construct we obtain is reasonable (X[superscript 2]/sd= 1.97, RMSEA= 0.068, CFI= 0.93, TLI= 0.91, SRMR= 0.062). The item total correlations range from 0.43 to 0.66. We determined the Cronbach Alpha coefficient of the scale to be 0.94 and the test re-test reliability to be 0.87. According to the results, it can be said that the scale obtained can be used validly and reliably to determine the engineering habits of mind children according to teacher reports. The study contributes to the ever-increasing engineering habits of mind literature.

Making connections between macro and micro-level practices help teacher candidates to better understand the interdisciplinary nature of the system in which they work. Therefore, we present a collaborative approach to support an increase in early intervention and early childhood special education teacher candidate knowledge and application of best practices. We use a case study to illustrate example approaches and resources (e.g., coaching and reflective practice) that address both macro and micro-level considerations for leaders as they support cross-disciplinary collaboration and teaching practices. Implications for leaders are included to support their preparation of early intervention and early childhood special education teacher candidates.

Rural school principals in Tennessee face serious challenges in leading their schools, including isolation, high turnover, and a lack of instructional leadership skills. Facilitated by a state university, the Tennessee Rural Principals Network (TRPN) was developed to provide professional learning opportunities for rural school principals. The purpose of this study was to explore the perceptions of principals in rural schools who participated in the TRPN during the years 2019-2021 (n = 133). The study used a basic qualitative research design with semi-structured interviews of 12 participants. Through our data analysis, key learning strengths and challenges were identified and organized under the codes of learning needs, coaching, mentoring, and networking. From these categories, we developed three themes: (a) sharing and collaborating through networks; (b) building capacity through mentoring and coaching; and (c) addressing the learning needs of principals in a rural context. Findings revealed that principals were pleased with the network and felt it helped them better navigate their roles as rural principals by providing the tools to develop best practices and a network to share ideas and resources.

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.

This study aims to examine the effectiveness of collaborative learning, augmented reality, and learning cycle models on students' language success. This study employed meta-analysis methodologies to examine data derived from 54 studies with a sample size of 2,837 participants in Turkey. The data sources were obtained from online database searches on national and international databases from 2008 to 2022, published in Turkey. Through the random effects model, data analysis was done by Stata software to determine the overall effect size and the heterogeneity of the studies. The findings showed that all instructional methods were positively effective, including collaborative learning (g = 0.895) and augmented reality (g = 0.856), which had a high effect, while the overall effect of learning cycle models (1.485) had an excellent effect on the language success of students. Additionally, in the moderator analysis, there were no significant differences according to the type of publication, target class, sample sizes, or practice time. The investigators found that the significant positive effects were present for all three contemporary instructional methods. Therefore, these findings highlight that the use of the three examined instructional methods has the potential to improve student language achievement, and suggest that teachers should strongly consider implementing collaborative, augmented reality, and learning cycle activities within their language classrooms.

Background: The recent migration of early childhood care and education function brought with it many changes that affect the workplace well-being of practitioners and centre managers, yet little research has reported on the voices and experiences of those working on the ground. Aim: To find out the current state of well-being of practitioners working in resource-constrained contexts to help us theorise how might they take action to improve it. Setting: Early childhood care and education centres in rural and township areas in six different provinces. Methods: The first author conducted 10 semi-structured focus group interviews with 80 practitioners recruited by collaborating researchers at various universities. All ethical protocols were adhered to. The focus groups were audio-taped, transcribed and thematically analysed independently by the two authors before reaching consensus. Results: Two themes were identified: (1) participants experienced negative emotions arising from both internal and systemic aspects that were affecting their well-being. (2) Several factors promoted the well-being of practitioners despite their difficult circumstances. Conclusion: Based on the findings, it appears that close collaboration among practitioners within centres and, with other external stakeholders, was an important factor for enhanced well-being. Drawing from action learning theory, we suggest how practitioners can collaborate to sustain their well-being while addressing the challenges they face. Contribution: This collaborative action learning approach can be applied not only by ECCE centres, but to any organisation wishing to improve the well-being and practice of their members.

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs' home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.

Students showed poor performance in applying higher-order thinking skills (HOTS) in solving Additional Mathematics problems. Therefore, this study examined the effects of Problem-Based Learning (PBL) and Collaborative Learning (CL) assisted by Geometer's Sketch Pad on the four levels of HOTS of Form Four students, namely Applying, Analysing, Evaluating and Creating. In addition, the effects of PBL-CL on the four collaborative skills (CS) constructs, namely Academic Benefits, Social Benefits, Generic Skills, and Negative Aspects, were also examined. A PBL-CL module was developed as a guide for teachers. A HOTS test and CS questionnaire were developed to assess the level of HOTS and collaborative skills of students, respectively. This study used a quasi-experimental pre-test and post-test control group research design involving 270 Form Four students in Sabah, Malaysia. The assessment of HOTS involved three intervention groups, namely PBL-CL, PBL and Conventional Learning (Conv) group, while the assessment of CS involves two intervention groups, namely PBL-CL and PBL groups. The results showed that the PBL-CL group produced significantly higher post-test mean scores compared to the PBL and Conv groups in all four levels of HOTS and also produced a significantly higher post-test mean score than the PBL group in all four CS constructs. This shows that the PBL-CL method has a positive effect in helping the development of HOTS and CS of Form Four students. Therefore, Additional Mathematics teachers are strongly recommended to integrate PBL-CL in their classroom to increase the level of HOTS and CS among students.

This study investigates students' evaluations of the effects of using a website builder-based project (WBP) on learning English for Specific Purposes (Legal English), specifically in relation to reflection, collaboration and skills development. The study also examines how WBP affects student learning motivation and academic achievement, as well as students' beliefs about the feasibility and potential of using WBP in learning. The study employs mixed-method design that includes qualitative and quantitative approaches. Three hundred and three second-year students, who enrolled in the Legal English course at a university in Vietnam participated in the study, basing on the stratified sampling. The main instruments include questionnaires followed by the open-ended questions, and interviews. The findings demonstrate that WBP had a positive impact on students' collaboration, reflection and skills development. Additionally, the use of WBP significantly influenced students' academic achievement, and there was a slight difference in academic achievement between the group using WBP and the group without WBP use. Students acknowledged that using WBP in learning is a feasible, innovative and potential approach for both present and lifelong learning. The changes in teaching and learning approaches by teachers should be made to be compatible with this innovation in a smart educational environment.

It is well established that international students attending higher education institutions in Australia and other parts of the world face challenges that can affect their state of well-being and connectedness. Higher education institutions have attempted to counter these issues by providing specifically designed programs with varying success. This study builds on some of the more successful programs that draw on the relationship between creativity and collaboration. The program aimed to foster international students' well-being by teaching them how to harness their creative potential and explore through stand-up comedy the funny side of life as international students in Australia. The analysis shows that the program positively enhanced well-being by fostering a sense of connectedness and by providing a space to take risks in a safe and supportive fashion. Data also indicated that the program contributed to the development of knowledge and skills transferrable to other academic and non-academic contexts.

The role of the local government within the context of engagement and collaboration with universities has largely been understudied. Employing a cross-sectional design, this study of 67 universities and 78 municipalities from 29 states examines how collaborative capacity impacts university and local government perceptions of engagement and collaboration with each other. The findings indicate that local government trust is the primary catalyst for both engagement and collaboration between the parties.

Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students' interest and enhance their language proficiency. This article comprehensively explores internationalized songs' significance in language education. A central focus lies on a detailed case study that demonstrates how the expertise of a Turkish musician was leveraged to select and that of field experts to translate and refine a local children's song for educational purposes. The study meticulously details the collaborative efforts among educators to tailor the song's content to meet language learning objectives, highlighting the transformative potential of such initiatives in the English language classroom. By immersing themselves in this practical example, educators can gain invaluable insights into the versatility of internationalized songs as effective tools for language instruction, thereby enhancing their teaching practices. Furthermore, the article underscores the importance of incorporating cultural elements into language teaching materials to foster intercultural competence among students. Educators can create immersive learning experiences that promote linguistic proficiency, cultural awareness, and appreciation by integrating internationalised songs.

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified - access to digital technologies, cooperation, teachers' digital competence and availability of activities in compliance with cognitive engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills, while in the inculcation of virtues - cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers' digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level.

In design education, students benefit not only from their project courses' content but also from the information resources they contain. When it comes to the repetition of unique problems and solution-oriented approaches in the design professions, the resources used to research solutions for the problems encountered in design education are also specific to that problem. This situation highlights resource diversity, and especially resource sharing, at various stages and thus opens a view into innovation habits among designers' behaviors. This empirical study explores whether or not designers' behaviors can be related to their practices in design project courses, regarding their open innovation tendencies. Semi-structured interviews with 20 designers are used to form a case study. Interviewees had experience with both in-house designers and freelancers, therefore purposive sampling was used. The results were analyzed thematically and discussed under open innovation practices.

In this study, the orientation of the first-grade primary school students to school was ensured by creative drama activities. Activities that lasted 21 hours were applied to ensure that the students adapted to the school, their friends, their teachers, school staff, and places in the school. Parents, classroom teacher, 19 students and two prospective teachers as observers participated in this study. Quantitative data were collected before and after the drama workshop by the "Objectives Attainment Evaluation Form" and this data were compared with the non-parametric tests. Qualitative data were obtained using written and individual interviews. This study contributed positively to students' communication and cooperation, recognizing the school and the class and realizing the school and classroom rules. The findings showed that school orientation studies improved social skills, such as empathy by increasing interaction between the school, the parents, and the students. The families participating in these activities stated that they understood their children better, felt like children, and they implied they remembered their childhood years. The current study displayed that creative drama activities significantly facilitated the orientation of the students to their schools.

With postsecondary institutions increasing offerings of online courses, there is much to learn about how online group work is designed to support collaborative learning, particularly for professional certification programs such as education. As part of a case study research, we synthesized data collected from instructors and students at two Canadian postsecondary institutions offering online courses in their Bachelor of Education degree pathways. Results suggest four design considerations to help support instructors when planning learning activities involving online group work: (1) clearly articulate the purpose of group work, (2) provide learner support through teaching presence, (3) be intentional in how groups are established, and (4) leverage digital tools for collaboration.

This article analyses the educational possibilities of art installations in the training of future early childhood and primary school teachers. I start by reviewing the origins of installation art before presenting an experience designed for teachers based on the creation of scale models and installation experiences. Scale model installations constitute a tool for future teachers to explore contemporary artistic creation while fostering creativity and reflection on their role as educators. This study employs a constructivist qualitative methodology using "action-based research" and a journal to record the progress of the students throughout the project. The initial results demonstrate the educational value of this experience and its potential to generate further educational experiences to explore contemporary art themes and other areas of the curriculum. The use of installation art in education is compatible with a diversity of approaches, materials, and media and opens the door to new lines of research.

To achieve better quality and efficiency of care and services for clients, social and health care professionals should be educated to adopt an interprofessional way of working and thinking. This requires the development of an interprofessional identity alongside a professional identity. The process must be facilitated comprehensively in social and health care operations. The aim of this observational and cross-sectional mixed-method study was to investigate readiness and perceived development needs concerning interprofessional work among social and health care students and professionals. Furthermore, the aim was to examine the formation of an interprofessional identity in relation to the theoretical framework of interprofessional socialization. In our results, development needs, expressed by the respondents, were categorized at the system, profession, and individual levels of social and health care. Although, positive attitudes were established among students and professionals, our findings demonstrate that the formation of an interprofessional identity requires comprehensive support from social and health care operations. Interprofessional identity can be enhanced especially by applying and developing interprofessional education and lifelong learning.

In this practice-based essay, we illustrated how our program, a charter member of The Carnegie Project on the Education Doctorate (CPED) and a recipient of a CPED Program of the Year Award in 2018, has moved from reacting to pandemic-era needs, to reflecting on pandemic-era adaptations, to re-imagining our EdD program. Focusing on three areas: program growth, changes to students' professional contexts, and student well-being, we have reflected on our pandemic-era experiences and how we have drawn upon them as we re-imagined and advanced our program. We have included reflective questions for program coordinators and faculty members, with the hope that the information we have shared can help others consider how they might re-imagine aspects of their programs.

Students with disabilities are far less likely than their peers to participate in work-integrated learning (WIL). This gap may contribute to the high levels of unemployment for people with disabilities. Unemployment rates compound when accounting for intersectional identities, with disabled people of color experiencing even higher rates of unemployment. Skill development through opportunities such as WIL is critical to ensure equity-deserving groups can transition successfully from post-secondary institutions into the workforce. Without a transparent, collaborative accommodations process in an environment that is actively reducing stigma and ableism, it is likely students with disabilities will continue to be underrepresented in WIL and the workforce after graduation. This paper presents an overview of disability, barriers to participation, and relevant Canadian legislation. The authors then propose an outline for developing a collaborative accommodations process for WIL opportunities.

Preliminary research showed that the learning process could have been more optimal, and this led to the research to develop a TEFA Model with the PBL concept as a valid, practical, and effective method of improving the problem-solving and communication skills of Automotive Vocational Education students. The process involved using the Research and development approach through the application of 4D development procedures of Defining, Designing, Developing, and Disseminating. The study resulted in the TEFA-PBL model with seven learning syntaxes. The syntaxes were: (1) troubleshooting the problem, (2) organizing the order, (3) collaborative problem solving, (4) executing an order, (5) quality control, (6) presentation and discussion, and (7) assessment. Furthermore, scenarios were generated to guide the learning activities of lecturers and students directed towards achieving fundamental and global 21st-century automotive vocational skills such as good problem-solving, communication, and collaboration skills. The syntax and scenarios of the learning model produced were feasible, valid, and practically applicable to produce graduates with ready-to-use and competitive skills. It, therefore, signifies that the TEFA-PBL model developed is an innovative solution to improve the quality of automotive vocational learning at different levels, especially universities, to produce graduates with ready-to-use and competitive skills.

It is essential for prospective teachers to be skilled in planning learning-teaching processes correctly and using teaching strategies and methods effectively. In this context, it is important for them to have the skills of using learning strategies, mentoring and self-regulation and to work collaboratively. The purpose of this study is to examine the relationships between mentoring, collaborative work and self-regulation skills of prospective teachers and their ability to use teaching strategies and methods. The study, which was designed with the correlational survey model, was conducted in 5 different universities in Kazakhstan in the academic year 2022-2023. The research sample consisted of 253 prospective teachers. According to the findings of the study, prospective teachers' mentoring, collaborative work, self-regulation skills, and use of teaching strategies and methods were found to be at a moderate level. According to another finding of the study, prospective teachers' mentoring, collaborative working and self-regulation skills and their ability to use instructional strategies and methods increased significantly as the grade level increased. Finally, according to the regression analysis, mentoring, collaborative work and self-regulation skills of prospective teachers significantly predicted their ability to use instructional strategies and methods.

The authors discuss how board games offer individuals with autism (who often struggle with social settings and require structured outlets for building relationships) an affordable, naturalistic, collaborative environment that is stimulating, engaging, and educational. Board games, they assert, provide opportunities to practice social skills, including cooperation and social deduction, essential skills for both neurotypical and atypical people. The authors include recommendations for introducing board games into special educational settings.

Dazu vocal music, a unique and cherished intangible cultural heritage, serves as the focal point of this research conducted in Chongqing, China. The study's objective is to investigate the contribution of cultural transmission of Dazu vocal music in Chongqing through education and literacy. The research site, Dazu City, is the epicenter of this cultural treasure, encompassing various educational institutions from primary to tertiary levels that engage with this art form. Two key informants, comprising experienced instructors and cultural representatives, offer valuable insights into the educational initiatives and literacy practices supporting Dazu vocal music. Research tools, including observation and interview forms, are employed for data collection, culminating in a detailed analysis of the cultural transmission process. The study's results underscore education's pivotal role in preserving Dazu vocal music, fostering hand-son learning, and promoting cultural documentation, with literacy facilitating accessibility beyond oral traditions. These efforts positively impact the local community by enhancing cultural identity and pride. Despite challenges such as an aging practitioner population and shifting cultural dynamics, collaboration among stakeholders emerges as a promising strategy for ensuring the tradition's continuity. In conclusion, this research highlights the importance of education and literacy in preserving intangible cultural heritage, offering insights applicable to similar endeavors worldwide.

The main purpose of the community service practices course (CSP) is to develop pre-service teachers' awareness of social responsibility. Therefore, various practices are carried out through these courses and pre-service teachers are tried to gain skills such as solidarity, sharing, cooperation, effective communication and problem solving. This study aims to define the breadth of scientific studies conducted across various disciplines and years, with the overarching goal of furnishing a foundation for the integration of these courses within the educational framework. In this study, a qualitative research approach employing document analysis was adopted. The study's scope encompassed a comprehensive examination of 39 academic works, comprising 11 master's theses and 28 scholarly articles, that specifically addressed CSP courses, thereby forming the study group for this investigation. According to the findings of the research, it has been determined that the most prevalent topics of CSP courses are within the realms of education, teac hing, and social sciences. Additionally, among the terms most prominently emphasized across the studies related to CSP courses, terms such as assistance, solidarity, awareness, empathy, responsibility, sensitivity, and cooperation were identified. The most frequently conducted activities within the framework of CSP include the collection and d istribution of stationery supplies, assistance to public institutions, tree planting, and collection of bottle caps. Therefore, this study bears significant importance as a comprehensive resource for the detailed societal evaluation of CSP courses conducted in Türkiye, as well as for examining the extent to which such evaluations are reflected in scholarly theses and articles.