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Purpose: Educational technology ("EdTech") served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders' roles in shaping this response. This study explores EdTech leaders' perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods: This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings: The findings show that a four-category typology can be used to describe EdTech leaders' diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users' needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value: This study addresses a gap in the research concerning EdTech leaders' perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders' experiences and roles in education.

This study investigates in-depth information about the factors influencing the digital transformation of an educational establishment to becoming a high-performance education organization through the dimensions of digital enterprise architecture, digital transformation, and high-performance education organization using structural equation modeling (SEM) as a tool to verify the model. A sample of 520 staff members, selected using a multi-stage random sampling method from 22 departments under the Office of the Basic Education Commission (Head Office), Ministry of Education, Thailand, answered an online questionnaire. The results revealed that the model was valid and fit with the empirical data. The results also showed that business architecture, data architecture, application architecture, technology architecture, security architecture, human capital architecture, and infrastructure architecture had a direct and indirect influence on the context of digital transformation and high-performance education organizations. There was technology architecture and human capital architecture that had an indirect influence on high-performance education organization; other than that, there was none. All hypotheses (H1-H10) were supported by statistical criteria. These results indicate that digital enterprise architectures are essential development tools influencing an organization toward becoming a high-performance education organization.

A 1998 report from the Boyer Commission called "Reinventing Undergraduate Education: A Blueprint for America's Research Universities" issued a series of directives, suggestions, and critiques concerning the then-current state of undergraduate education at research universities. The document caused a minor media firestorm in the higher education and national outlets. This paper will analyze the report, the media responses to the report, and the academic articles inspired by it through the lens of the neoliberal economic models influencing higher education, encapsulated in the titular quote from the report regarding deficits in undergraduate education. We argue that neoliberal concepts infiltrated the discourse surrounding undergraduate education and provide the underpinnings for a value-added perspective on undergraduate education. We describe the historical circumstances influencing the report, conduct a poststructural analysis of the report using the lens of neoliberalism, and reflect upon the impact of the report for contemporary student affairs practitioners and faculty collaboration.

It has long been recognised that a key element in improving student transition, retention and success in higher education is cross-institutional consistency and unity of action among disparate academic, policy and support units. However, transferring this principle into practice often requires overcoming departmental silos, negotiating shared understandings of key concepts, and establishing patterns of cross-institutional collaboration in spaces where this may have been lacking. This study examines the effect of a program of supported communities of practice among teaching academics that sought to improve the culture of learning and teaching in a large science, health and engineering faculty in an Australian university. We found indications that these communities of practice promoted collaboration by functioning as loci of cross-institutional consultation and coordination, providing the basis for an enhanced student experience. We interpret this finding through the lens of Bronfenbrenner's ecological model of development, and propose an approach based on academic communities of practice as a way of building cross-institutional unity of action and making the student experience everybody's business.

The deficiency in providing quality education is a significant challenge across many developing nations. This study examines the connection between the education system and the level of socioeconomic issues in the context of Nepal. The main argument is that Nepal's gender-related issues, the training gap among its populace concerning pro-environmental behavior, lateness habits, skill deficiency among the young generation, and unstable economic growth are directly or indirectly connected to the country's education system. Nepal's school-level educational programs and teaching methods are less practical for fostering human capital and economic progress than Japanese educational programs. Based on the context of Nepal, human capital theory, and research literature pertaining to educational programs, we propose a comprehensive intervention model composed of several non-academic programs, including physical education, community cleaning, and school textiles, designed to augment Nepal's social and economic development.

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda.

In the past two decades, the Government of Pakistan has significantly invested in higher education (HE) to bring structural reforms in funding, governance, and quality assurance mechanisms. Their overarching mission has been to fuel national socioeconomic development by ensuring equal access to HE. Given this, the present study aimed to address the following research question: To what extent have current HE reforms in Pakistan enabled equitable access to HE? To address this question, this study drew from a social justice-centered framework to track trends in HE access that is, broadly and based on socio-economic status, gender, urbanicity/rurality, and region/province. Using secondary data from diverse sources including the HEC, Academy of Education Planning and Management, and the Pakistan Poverty Alleviation Fund, we conducted descriptive longitudinal analyses. Findings underscore that the system has failed to provide equal access to HE in several ways and discuss some possibilities for policymakers in equalizing the opportunities.

Stemming from the research "The Fourth Impulse of Pedagogical Renewal in Spain", this article addresses three key issues: firstly, and as a terminological exercise, it differentiates three concepts that are too often treated interchangeably. These are: reform, renewal and innovation. Secondly, some of the defining aspects that, in our view, characterise centres of pedagogical renewal are presented. Thirdly, some of the peculiarities of pedagogical renewal today (what we agree to call the "third impulse of pedagogical renewal") are presented. The article closes with some conclusions which, apart from highlighting the main aspects of the article, place topics on the table for further debate.

This article provides a chronological analysis of the historical development of social studies in Ghana with a focus on the impact of international donor agencies. The influence of donor agencies on the introduction and implementation of social studies in the Ghanaian general education curriculum shows that post-colonial countries struggle with developing curriculum that is independent of colonial powers and germane to national needs. This article delves into the introduction and implementation process of social studies education highlighting five influential reforms in Ghana that happened between 1951 and 2007. This study provides an overview of Ghana's key educational reforms and the most important factors that influenced those reforms. Studying the past and present social studies education curriculum and its historical context in Ghana offers educational leaders insights and cautions to guide and inform future reforms in social studies education, ideally to avoid similar problems.

Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Turkey (Türkiye) stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program. This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution's image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

This qualitative case study examines the Education Faculty Perspectives (EFPs) of the Karakoram Public International University in Gilgit-Baltistan, Pakistan, on teachers' experiences of a recently introduced education reform (an Honor's Bachelor of Education program [B. Ed Hons] mandated by Pakistan's Higher Education Commission (HEC) in 2010. The B. Ed Hons has replaced the existing pre-service programs nationwide. Our analysis identified several paradoxical themes about borrowing of the B. Ed Hons: at the "talk"/rhetoric level, the program was welcomed as a transformative shift in teacher education; at the "walk"/implementation level, its practicality and sustainability became complicated; at the decolonisation level, the discourses on the colonial nature of knowledge and North-South dependency were muted. Implications for moving from borrowing external "best practices" to producing local solutions are highlighted. The analysis suggests the contextual realities and challenges should be addressed, individual and structural capacities developed, and an incremental, critical-constructive approach to both external and local ideas be pursued, and decolonization discourse included.

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools. 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives, (2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation, (10) teamwork, (11) network building, (12) knowledge management, (13) learning and quality development, (14) building morale, and (15) improving development. 3) The results of the trial use of the model had a reliability value of 0.80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the 0.01 level. They were satisfied with the model. Overall, it is at the highest level ([x-bar] = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level ([x-bar] = 4.89) and overall satisfaction with the use of the format is at the highest level ([x-bar] = 4.63). 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level ([x-bar] = 4.63, S.D. = 0.12).

The construction of an organization aims to enhance the performance and versatility of the organization for society. Consequently, as a platform for training human resources, universities have to develop constantly, following the community's insistence. In 2022, the Ministry of Education, Culture, Research, and Technology specified there are 21 state universities with legal entities. The status of a state university with a legal entity presents extensive autonomy in the field of academic, asset, and financial management. Besides, the universities also carry an obligation for university management to develop their institution, which is in accordance with Formal Model of Educational Management by Bush (2011). This model implies that organizations have a hierarchical structure and that predefined goals are pursued using a reasonable way. This study aims to identify the dominant variables for the state university with legal entity development. The method that used in this study is literature review by Tranfield, Denyer, & Smart (2003) with a case analysis involving a number of universities. The analysis results found that the dominant variables in the universities' development included the organization structure, working mechanism or organizational guidelines, the organizational climate and culture, along with the use of technology devices.

Chinese traditional calligraphy is an important part of Chinese culture, with rich cultural value, historical value, artistic value and educational value. Traditional calligraphy art has shown new characteristics in the current era. This research objectives are: 1) to study the historical development and cultural value of Chinese calligraphy; 2) to analyze the current situation and issues of Chinese calligraphy; 3) to identify the way in which inheritance and literacy of Chinese calligraphy art can be protected. This research adopts qualitative methods, collecting field data through literature document, surveys, interviews, observations, and group discussions. Our results summarize the multiple eras through which the historical development of Chinese calligraphy took place. Our study focused on the content and artistic styles of Chinese calligraphy, categorizing its development into four periods; namely (i) Primitive Society to 2070 BC, which is characterized by pictographic writing and primitive symbols, (ii) 2070 BC to 221 BC, the period of formation of written characters and invention of the writing brush and ink, (iii) 221 BC to 589 AD, characterized by the standardization of Xiaozhuan and the invention of papermaking, and (iv) 589 AD to 1905 AD characterized by development and refinement of the five script styles influenced by the imperial examination system. Our results also depict the current situation and problems of Chinese calligraphy and the problems it faces. Finally, the results also show the multiple ways in which Chinese calligraphy could be preserved. As an excellent cultural heritage, traditional Chinese calligraphy art will shine with new light in modern society.

This case study uses the theory of academic capitalism (TAC) to explore how a public university known primarily for undergraduate education is incorporating market-oriented practices and structures, and how those changes could impact its curriculum and enrollment profile. Through initiatives to establish an engineering college, expand graduate education, and expand international student recruitment, the university's initiatives bring it closer to its research-oriented sister institution, one with a much different curriculum and enrollment profile. The findings extend the scope of TAC beyond the limited set of institutional types and issues explored in most existing research. The findings also provide insight for policymakers and higher education administrators into how public institutions oriented toward undergraduate education may change in the face of declining state financing and increasing reliance on tuition revenue.

The purposes of this research aimed to develop and validate the suitability, possibility and benefits of strategies implementation, and create a user manual of the strategies of quality community schools under the Office of the Basic Education Commission. This study was conducted in five phases. The first phase was the intensive review of the components of quality community schools using relevant documents, research analysis and multiple case studies of the outstanding quality community schools, and an interview with experts. The second phase was the exploration of the needs of the development of quality community schools under the Office of the Basic Education Commission using a 5-rating scale questionnaire to explore the current condition and desirable condition of 192 administrators and the head of academic affairs department of schools under the Office of the Basic Education Commission. The participants were selected using multi-stage sampling. The third phase was the development of the quality community school development strategies through focus group discussion of nine qualified experts and scholars. The fourth phase was the validation of suitability, possibility and benefits of the quality community school development strategies by 7 participants of experts and stakeholders of the quality community schools. And the last phase was creating and validating the user manual of the strategies implementation. Statistics used in data analysis were mean, standard deviation, percentage and Priority Needs Index (PNI[subscript modified]).

Digital transformation (DT) has become essential for higher education institutions (HEIs), with its value becoming increasingly evident since the COVID-19 pandemic. This holds true for HEIs in developing countries as well, where DT is a strategic priority despite the challenges posed by the digital divide. Leadership is recognized as both a critical factor and a prerequisite for successful implementation of DT in HEI within such contexts. This study explored challenges and leadership responses that facilitate successful DT implementation in the context of Ghanaian HEIs. The study aims to offer insights for policymakers, administrators, and stakeholders within African HEIs, to facilitate the development of contextually relevant and effective DT strategies. Employing a qualitative multiple case study approach, data was collected through semistructured interviews with senior administrators leading Open, Distance, and Digital Education (ODDE) implementation at three Ghanaian public universities. Thematic and content analysis were then used to analyze the interview data. The findings revealed that the universities were driven to pursue DT initiatives by both internal demands (e.g., to improve existing service delivery through technology) and external pressures to use the affordances of technology to increase access and participation through non-traditional learning modes. Despite facing structural, technological, and human resource challenges, the study observed positive signs of leadership-enabled DT initiatives to support post-COVID-19 efforts. However, these efforts have unfolded within a less coordinated policy climate and have been predominantly driven topdown, with Vice-Chancellors initiating and spearheading digital leadership responses. Meanwhile, there was little evidence of cross-cutting leadership across the universities to support DT efforts. The study concludes by arguing for the contextualisation of DT in higher education and offers suggestions for university leaders in Ghana and other relevant developing contexts to enhance their DT efforts.

The whole, consisting of interconnected and interacting parts that come together for a purpose, is called a system. Every system has subsystems, vitally connected to each other and interacting. However, each of them forms a whole within itself. Generally, entities in nature are grouped into three main categories: natural systems, mechanical systems, and social systems. Institutions established by people form the social system and together with culture, they form the social structure. Educational institutions, one of the basic institutions of society, are in relationship with both the material and spiritual elements of culture, just like other institutions. In this context, education and culture appear as two separate concepts that are interdependent and mutually affecting each other. In our age where social and cultural changes are experienced, the relationship between culture and education holds an important place. One of the significant factors affecting the education systems of societies is their culture. Education is also what enables the transfer of cultures to future generations. Culture is influential at every level of education and education serves as a significant tool for the transmission of culture. Therefore, it is important to consider cultural factors for understanding and developing the Turkish Education System. The study focuses on examining and discussing the relationship between education and culture in a sociological context. The primary method of the study is literature review. The relationship between education and culture, the influence of education on societies, the education systems of societies with different cultures and histories and multiculturalism are discussed to form a whole. Today, the Turkish education system continues to be shaped by the influence of culture. Examples illustrating how culture has shaped the Turkish Education System are provided within the study, discussing the impact of culture on the education system and concluding that the Turkish Education System is influenced by the cultural activities of the past of society.

This article explores the potential for students-as-partners models developed in the scholarship of teaching and learning and educational development fields to be expanded to new agendas such as humanitarian developments and other agendas related to the so-called civic university. There is a growing appetite for students and staff to work in partnership due to the mutual benefits for both parties (Mapstone et al., 2017), yet the majority of the published works on students as partners is almost exclusively reporting upon partnership activities relating to curriculum and wider student experience developments in higher education. This paper explores the literature on best practice for working with students as partners in order to create new recommendations for how the students-as-partners model can be applied successfully for community and humanitarian development projects, rather than curricular, teaching, or research projects By drawing on literature from student voice, student engagement in quality assurance, and co-design, this paper will highlight the great potential of student-staff partnerships for addressing other development agendas globally.

Background/purpose: School-based management (SBM) has gained international attention for the promotion of student learning and educational development. Senegal is one of the initiatives of French speaking African countries that adopted the move towards promoting SBM at the school level, but lacks substantial evidence of its effectiveness in enhancing educational quality. In addition, there has yet to be a clear consensus on the heterogeneity of SBM on learning achievement. This study aimed to examine the influences of SBM characteristics on learning achievement and investigate the relationship between them and students' gender status in Senegal primary education. Materials/methods: The study adapted the framework on what matters most in marginalized autonomy and school accountability for better education results. It linked autonomy and accountability, requiring parents and the community to participate in and trust the school. The study applied a multilevel regression model using the cross-sectional dataset of Program d'Analyse des Systemes Educatifsde la Confemen (PASEC) 2019 learning achievements survey. Results: The study revealed that parental and community participation has a positive and statistically significant association with reading scores regardless of student gender. On the other hand, a positive correlation was found regarding information sharing with parents, and a negative correlation concerning school autonomy, but with no significant relationship to reading scores. Conclusion: Participation from parents and the community can improve student learning and mitigate learning gaps in gender status. The findings of this study are expected to provide insight into narrowing the gap in student learning, especially for neighboring countries facing similar issues to Senegal.

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 article provides a theoretical and empirical argument in support of explicit language instruction. It proposes on theoretical grounds that certain features of a language are sufficiently complex and subtle that learners are unlikely to be able to decipher their full conceptual meaning on the basis of exposure alone. It further proposes that the kind of explicit instruction that has been assumed in much of SLA research - based on structural rules of thumb - is inappropriate and that an alternative approach, grounded in principles of sociocultural theory is an effective means of promoting development, which in the theory calls for both explicit conceptual knowledge and extensive and intensive communicative practice. The approach, or model, is referred to as Concept-based Language Instruction (C-BLI). Empirical support for explicit instruction using C-BLI is derived from pedagogical studies using the model. In addition, evidence from L2 neuroscience ERP research is considered as well as evidence from cultural evolution. The principles of C-BLI are compared to those supporting Dynamic Usage-Based instruction which emerges from L2 research informed by Complex Dynamic Systems Theory.

This research problem is how to overcome the need for Indonesian textbooks that integrate social and 21st century skills. This research aims to develop valid, practical, and effective textbooks to improve students' Indonesian understanding. The research design uses Research and Development (R&D) methods. The research was conducted at the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati University, Denpasar. Data was collected through documentation techniques, Focus Group Discussions, questionnaires, and test administration. The instrument involves documentation sheets, validation, questionnaires, and self-evaluation. Data analysis focuses on the validity, practicality, and effectiveness of textbooks with parameters of (1) level of validity, (2) level of practicality, and (3) level of effectiveness. The results suggest the need for continuous development of appropriate and effective textbooks to meet students' needs and educational development. Research reveals that the textbook meets the criteria of validity, practicality, and effectiveness. The results suggest the need for continuous development of appropriate and effective textbooks to meet students' needs and educational development.

The transformation of China's education reform from extensive to connotative development involved a shift from characteristically exogenous and late development to endogenous and spontaneous development. The mechanism behind the shift from rationalism to universalism has resulted in tension between extension and intension in the process of modernization. Reflexive modernity has always existed in historical experience and situations, strengthening the appeal of intension to the right of defining. In terms of the scale effect, the expansion of higher education enrollment made historically significant contributions to the modernization of education in China; however, it also had several disadvantages. China's educational modernization invariably requires solving the problem of large-class teaching and promoting small-class teaching in the process of shifting from extensive to connotative development.

This integrative literature review explores the imperative for implementing Sports Development Officer (SDO) roles within higher education institutions (HEIs). The review synthesizes existing literature to highlight the importance of sports development in promoting holistic student development, enhancing campus culture, and fostering essential life skills. It underscores the need for dedicated SDO positions to address the evolving demands of sports management, provide strategic leadership, and optimize resource allocation. Best practices and innovations in sports management, including leveraging technology and promoting diversity in sports participation, are identified, offering valuable insights for HEIs. The review also discusses policy implications, advocating for institutional commitment to sports development and the professionalization of sports management through curriculum integration. By prioritizing sports development and embracing evidence-based practices, HEIs can enrich the student experience, promote well-being, and cultivate vibrant campus communities. This review provides actionable recommendations for policymakers, university administrators, and sports management professionals to harness the transformative power of sports within HEIs.

Suzhou Pingtan is a traditional Chinese opera originating from Suzhou, Jiangsu Province, known for its melodic tunes, storytelling, and expressive performances. The objective of this study was to explore the transmission process of Suzhou Pingtan Chinese Opera in Jiangsu, China, and its impact on education and literacy. This study utilizes a combination of fieldwork, interviews, and questionnaires as research tools were used to gather data from three key informants, two main informants, and three general informants. The data collected are analyzed through qualitative methods, including content analysis and thematic analysis. The research findings reveal ten main modes of transmission, including the inclusion of Suzhou Pingtan in the national intangible cultural heritage list, the establishment of inheritors, the Suzhou Pingtan Art Festival, the enhancement of performance level and frequency, the development of Suzhou Pingtan School, the establishment of Suzhou Pingtan Museum, the expansion of performance venues, the integration into primary and secondary schools and universities, international transmission, and strong government support. The study suggests the importance of continued support for educational initiatives, the preservation of performance venues, and the cultivation of young audiences to ensure the sustainability and wider appreciation of Suzhou Pingtan.

This research overview investigates the global impact of the COVID-19 pandemic on education, focusing on challenges encountered during the shift to online learning. Drawing insights from studies in New Zealand, Oman, Malaysia, and Germany, the overview explores diverse experiences of educators and students. The abrupt transition to online learning revealed significant challenges, as indicated by various studies. Opportunities for positive changes in education systems are emphasized, advocating for a reimagining of education through innovative practices. This literature review identifies practical and effective strategies for online education, including fostering a sense of community, providing personalized support and feedback, accommodating divers e-learner needs, and considering the learning environment and cognition. Insights from various studies underscore the importance of these practices in overcoming challenges and improving online education quality.

The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.

This report describes two integrated projects initiated by the 2020 3M National Teaching Fellowship Award (NTF) cohort on the concepts of educational leadership in Canadian universities and the role of authenticity among exemplary teachers. A thematic analysis of 3M NTF award-winning dossiers identified six prevalent traits characteristic of educational leaders: innovation, persistence, responsiveness, reflectiveness, curiosity, and positive opportunism. The analysis also revealed aspects of educational leadership in practice, including being committed to a cause and being action-oriented, being community-engaged, being multi-disciplinarity, building bridges, freely sharing, trailblazing, and using applied methods. Educational leaders' relationships with others tended to foreground elements of collaboration, empowerment, support, and mentorship, and their actions had an impact beyond their own classrooms or institutions. In the second project, qualitative interviews with cohort members articulated ways in which authentic teaching is expressed by educational leaders. The actions of authentic teachers were viewed as influential and inspiring, and authentic teachers tended to be recognized as instruments of change. These results were shared in an interactive workshop at STHLE 2022, which discussed how educational leadership is currently framed in higher education, and guided participants in self-reflection as educators and leaders to formulate calls to action involving educational leadership and authentic teaching.

Meeting the needs of students in schools has been challenging for many years. Consequently, some schools have responded with comprehensive, multi-tiered intervention systems (e.g., MTSS) aimed at addressing students' academic, behavioral, and social-emotional needs. However, most educators have a rudimentary understanding of these systems and the impact of trauma and traumatic experiences on students' response to interventions. Currently, there is limited research on how building level-administrators integrate trauma-informedness into these tiered systems. This conceptual article outlines the importance of administrators' perception, understanding, and implementation of using a trauma-informed lens in educational decision making, specifically regarding MTSS implementation. This article presents an overview of the literature and an approach to trauma-informed approach that administrators can utilize when making educational decisions, specifically within multi-tiered systems of intervention and student supports.

This paper analyses Sol Plaatje University's (SPU) progress on increased research activities. The paper employs bibliometric analysis review method to demonstrate the university's transition from being a predominantly teaching-focused to a more research-oriented institution. A novel, data-driven methodology is also adopted in this paper, to identify and examine SPU's research niche through publications. This paper's data were collected from the Scopus and Web of Science databases. The paper's findings reveal that there was an overall significant increase in research outputs, observable on yearly basis for a decade (2014 to 2023). The yearly increase in research output is recorded from diverse research fields, including machine learning, cryptography, environmental research, and public health. Findings further reveal that SPU has built its international research collaborations within the African and European continents. This paper's findings contribute to literature on higher education development by offering insights into how newly established universities can transition from a teaching-centric focus to becoming research-active. This paper revealed the importance of strategic planning, interdisciplinary research, and international collaboration in the development of a vibrant research environment.

Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.

Higher education seems to be in a perpetual state of 'crisis'. The many hundreds of books and papers containing this specific, or other relevantly similar expressions, convey a sense of fear and angst. Yet, what are these various crises about, and which values and beliefs are seen as threatened or 'under attack'? This paper will provide an analysis of the 'crisis' literature and identify four major crisis themes -- "massification," "marketisation," "restitution" and "geopolitics," linked to their ideological basis and influences -- including "meritocracy," "liberalism," "restorative justice," and "justice globalism." The second part of the paper analyses the massification crisis in Britain between the 1940s and the 1970s as a case example identifying how the principles of a meritocratic society played an influential role in the debate. It will be argued that the notion of 'universities in crisis' needs to be understood critically in terms of ideology and historically via the shifting and reshaping of such beliefs over time.

Special education plays a critical role in ensuring equal educational opportunities for individuals with diverse learning needs. In the context of Jordan, the development of special education has made significant progress over the years, reflecting the country's commitment to inclusivity and diversity, with notable efforts from the government and various stakeholders to enhance the inclusivity and accessibility of education for students with disabilities (SWDs). This scoping review aims to explore the reality of special education development in Jordan, and identify the challenges faced in implementing an effective model. By conducting a comprehensive literature search, analysing relevant government and non-government reports and studies, this research aims to shed light on historical context, policies, progress made, practices and highlight existing challenges and gaps, and propose potential solutions to enhance special education practices in the field of special education in Jordan. This study emphasizes the importance of continuous improvement and implementation of effective strategies to enhance education services for SWDs in the country. By exploring relevant literature, this research also intends to create a roadmap for policymakers and stakeholders to enhance special education services in Jordan and promote a more supportive environment for learners with diverse needs.

There is a prevailing consensus within literature that higher education plays a pivotal role in national reconstruction and development. As the primary custodians of knowledge, Higher Education Institutions (HEIs) assume a critical responsibility in producing highly skilled graduates, generating knowledge that is pertinent to economic growth and societal progress, comprehending the major challenges confronting our communities, and proposing viable solutions. However, HEIs in post-conflict Somalia face limited resources, infrastructure, and competency challenges. Thus, there is a growing demand for change within the higher education sector. This research investigates the internal factors affecting the readiness of HEIs in Somalia for Public--Private Partnership (PPP) in implementing a national strategy using the Theory of Organizational Readiness for Change. The research utilizes a questionnaire survey to gather data from high-level administrators of HEIs in Somalia. Additionally, correlation analysis and regression analysis were used to examine the factors affecting readiness to implement national strategies through PPP. All statistical analyses were performed using Jamovi (version 2.3.28). The findings showed a consensus among respondents on the necessity of PPPs and government recognition of HEIs' importance. The findings from a survey reveals that institutional capacity, human resources, and capacity infrastructure are significantly correlated with successful PPP implementation. However, institutional barriers such as unreliable risk-sharing mechanisms, differing organizational cultures, and a lack of supportive institutional environments hinder progress. The research highlights a strong consensus among stakeholders regarding the vital role of PPPs for HEIs in securing government support and fostering a knowledge-based economy. This research contributes to the understanding of PPPs in HEIs within post-conflict contexts and offers valuable insights for policymakers and stakeholders aiming to leverage PPPs for educational development and economic growth.

Reforming instruction is challenging. In this comparative case study of 12 school districts, we investigated the dilemmas that emerged for system leaders as they engaged in system building for elementary science and the approaches leaders took in managing them. We found that system leaders' efforts to manage their environments contributed to the preferential treatment of literacy and mathematics relative to science. Leaders managed this dilemma using three strategies: (a) integration of science with other subjects, (b) specialization of teachers, and (c) adopting curriculum materials. This study contributes to literature on dilemma management by showing that dilemmas in education system building are school-subject sensitive, emerge in relation to system building for other subjects, and are embedded in school and education systems' structural/organizational arrangements.

Band repertoire lists evolved from a desire to make the school band experience "more educational" when school bands themselves were relatively new. The first national band repertoire list was created for the National Band Contest in 1924, with new lists published annually through 1943. These lists gave prominence to the literature they contained, and through nationwide dissemination, the literature contained on them formed the foundation of many band libraries. This study was an analysis of the pieces and composers that were on the lists, how the lists were structured, and also the people who created them. Only 9.25 percent of the literature on the earliest lists between 1924 and 1931 had been originally composed for band, whereas 40.23 percent of literature on the lists from 1931 to 1943 had been composed for band. Only 2.58 percent of the literature on the lists was composed by women or people of color, and their works on the list were all transcriptions for band. The literature lists, designed to make band "more educational," excluded popular styles, including jazz and ragtime. These lists were created and maintained by 41 White men between 1924 and 1943, predominantly (88.1 percent) from New York and seven states in the Midwest.

As an exemplary representative of AIGC products, ChatGPT has ushered in new possibilities for the field of education. Leveraging its robust text generation and comprehension capabilities, it has had a revolutionary impact on pedagogy, learning experiences, personalized education and other aspects. However, to date, there has been no comprehensive review of AIGC technology's application in education. In light of this gap, this study employs a systematic literature review and selects 134 relevant publications on AIGC's educational application from 4 databases: EBSCO, EI Compendex, Scopus, and Web of Science. The study aims to explore the macro development status and future trends in AIGC's educational application. The following findings emerge: 1) In the AIGC's educational application field, the United States is the most active country. Theoretical research dominates the research types in this domain; 2) Research on AIGC's educational application is primarily published in journals and academic conferences in the fields of educational technology and medicine; 3) Research topics primarily focus on five themes: AIGC technology performance assessment, AIGC technology instructional application, AIGC technology enhancing learning outcomes, AIGC technology educational application's Advantages and Disadvantages analysis, and AIGC technology educational application prospects. 4) Through Grounded Theory, the study delves into the core advantages and potential risks of AIGC's educational application, deconstructing the scenarios and logic of AIGC's educational application. 5) Based on a review of existing literature, the study provides valuable future agendas from both theoretical and practical application perspectives. Discussing the future research agenda contributes to clarifying key issues related to the integration of AI and education, promoting more intelligent, effective, and sustainable educational methods and tools, which is of great significance for advancing innovation and development in the field of education.

After reading Chris Lowney's (2003) book, Heroic Leadership, with its concept of "twice born" individuals, the author asked himself what it might mean, as a university administrator, to be "twice born." Yet, he was more curious to consider this concept as a framework for shaping, and perhaps even reshaping, the academy itself. He asks, "Can a university be twice born?" Might it be possible for an established institution to "turn inward to re-emerge with a created rather than an inherited sense of identify?" What calls for a college or university in 21st century America to be re-birthed, twice born? Simply, caste. More fully, the legacy of caste in American society generally and the academy specifically, and the resulting hierarchy of privilege and power embedded within.

This paper traces a conversation between the authors about their long-standing (Urban) and more recent (Gómez Muñoz, Zárate Pinto) engagement in and with RECE. The conversation revolves around the role and potential of reconceptualist thought in contexts of early childhood realities in the Global South, most prominently in Latin America, where two of the authors are based, while one has extensive work connections to the region. Given RECE's roots in US-American and English language worlds, what other approaches exist in Latin America contexts and beyond that enable us to challenge the dominant narratives of early childhood education, its narrow disciplinary base, its policies and practices? Drawing on work with marginalised communities, the conversation turns to necessities of advocacy and transdisciplinarity, and to possibilities of epistemic and new activist alliances.

In 2007, Kim Dooley advanced a conceptual framework for qualitative work within agricultural education. To date, little has examined JAE's adherence to this call or promoted opportunity to further develop qualitative research within AAAE. In answer to Dooley's call, we specifically explored the key tenets of phenomenology, JAE's published work using this methodology, and opportunities for writers and reviewers to grow in undertaking phenomenological work. After illuminating the historical and philosophical tenets of phenomenology, we engaged in a content analysis to examine JAE's adherence to the same. We offer this work as a guide and starting point for further development and rigor when using phenomenology to engage in qualitative work within agricultural education and propose recommendations to writers and reviewers looking to advance their phenomenological approach.

Amid the global surge of learner-centered pedagogy (LCP) as a "universal panacea," this article proposes an alternative pedagogical framework in Tanzania encompassing (1) historically nurtured pedagogies, (2) currently valued pedagogies, and (3) globally promoted LCP. Using the comparative case study (CCS) approach and the capability approach (CA), this research explores educational development in Tanzania through a historical lens, the interaction of LCP discourse at different policy levels, and valued pedagogies examined through semistructured interviews and focus group discussions with diverse stakeholders. The findings indicated that some principles of LCP were espoused in all three aspects, while other LCP concepts were supported by one or two of them. Seeking valued pedagogical elements over time and across different policy levels will offer an alternative means to pursue locally appropriate pedagogies, for which the integrated use of CCS and the CA could prove useful for practicing a participatory and democratic process to policymaking.

This study interrogates how one of the least-studied regional intergovernmental organisations, the African Union (AU), operationalises or recontextualises the global Sustainable Development Goals (SDGs) in the process of developing its post-2015 education and development strategies. Employing critical discourse analysis and drawing on multidisciplinary theories, the author examines the "emergence" of the SDGs in Africa and the strategies used to make them "hegemonic." The analysis indicates that the AU positions itself as an emerging education policy "node" negotiating between global development discourses and African needs and challenges. The strategies that the AU uses highlight potential issues in global governance. On the one hand, the AU positions itself as a victim of the unfair power relationships in global governance, by which international organisations and powerful economies maintain their institutional, structural and productive dominance. This seems to keep the AU "at bay" when it comes to decision-making at the global level. The AU consequently vows to become more critical and assertive, and to forge inclusive and fair relationships with its global partners. On the other hand, post-2015 African development strategies seem to benefit from global norms and make repeated references to scientific knowledge, expert ideas and best practices from the Western world. Overall, then, in order to carry out its role as a continental policy node "vis-à-vis" global expectations, the AU employs two apparently conflicting strategies: adoption and adaptation. These interpretations of the SDGs add more salience to both consensus and conflict-driven theories of global governance.