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Continuing education (CE) plays a crucial role in workforce development and economic growth across Asia, yet the landscape of CE research in the region has not been comprehensively mapped. A comprehensive bibliometric analysis of continuing education (CE) research in Asia from 1972 to 2023 was carried out, utilizing data from the Scopus database to map the evolving landscape of CE research in the region. Findings revealed a significant surge in research output since the late 1990s, with East Asian countries, particularly China, Hong Kong (China), and Taiwan (ROC), emerging as leaders in the field. The analysis uncovers several key patterns: institutional collaborations tend to cluster regionally, there's a noticeable generational gap in researcher's networks, and the healthcare sector dominates CE research topics. Recent trends indicate a shift towards digital learning approaches and learner-centered methodologies. The study also highlights the need for increased cross-border collaborations and expansion of CE research beyond the healthcare sector. This research contributes to a deeper understanding of CE research trends in Asia and provides insights for future directions in the field.

The increase in the prevalence of mental illness among Black millennials has led to more awareness and advocacy within the generation. However, Black millennial men are still utilizing counseling services at significantly lower rates than millennial Black women and men of other races. Consequently, this leads to an increase in suicide completions and undiagnosed mental health issues among Black men who experience more severe and disabling symptoms of mental illness. An exploration of racism, stigma, mental health in the Black community, and Black masculinity influenced the development of this study. Based on past reported themes, Black Masculinity and Critical Race Theory are utilized as a multi-dimensional framework for this phenomenological study to provide in-depth information on the barriers to counseling experienced by millennial Black men in a metropolitan city in North Carolina. Using Interpretive Phenomenological Analysis of the semi-structured interviews of this study, results indicated the following three themes as experienced barriers: "Black Pride", "Classical Masculinity", and "Negative Perceptions of Mental Health and Counseling." Implications for improving advocacy efforts in similar metropolitan areas by mental health professionals, universities, and general social justice advocates, as well as future research, are provided.

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

Purpose: This study explores a nuanced understanding of tiger parenting by moving beyond cultural essentialist perspectives and an East (Chinese)-versus-West binary framework. Design/Approach/Methods: The study draws on data from 80 parents in Hong Kong SAR, an example of a culturally-hybrid East Asian metropolis. We applied maximum variation sampling to recruit participants with diverse school choices encompassing different education levels, occupations, social classes, and ethnicities. We used semi-structured interviews to investigate parental beliefs, practices, and understandings of tiger parenting. Findings: The findings suggest that tiger parenting is a cross-class and cross-culture phenomenon that would be more fruitfully analyzed by considering parental mindsets, educational structures, peer pressure, generational influences, cultural roots, class preferences, and global aspirations. We posit that tiger parenting and similar parenting practices are increasingly necessitated by fiercely competitive education systems, and becoming globalized across ethnic groups and social class spectrums. Originality/Value: This study contributes to the discussion on tiger parenting by highlighting previously understudied factors underpinning the concept. We argue that our analytical approach avoids the previous narrow and cultural essentialist understanding of tiger parenting, and advances the theoretical cogency of the concept.

The passage to middle school has been identified as a confusing period for adolescents, involving a series of major transitions. A new variable that permeates these already lofty transitions is the firm entrenchment of Generation Alpha in the middle grades classroom, a cohort that includes anyone born from 2010 onward, making them the first generation born and shaped entirely in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of current middle school teachers across Indiana, Kentucky, and Ohio toward their Gen Alpha students so as to uncover the concrete issues these teachers encounter as they work with this undeniably unique cohort. A total of 139 teachers responded to the researcher-generated electronic survey, which was coded inductively and analyzed for content. The feedback points to a cohort that is digitally literate with great adaptability, but also a cohort that exhibits delayed social development and a myriad of global concerns. These factors all have implications for the ways they learn, interact, and function in the middle school classroom.

The utilization of intergenerational relationship as the foundation for community development aligns with the expectations set forth by Thailand's national policies, particularly within the economic dimension. This research explores the outcomes of fostering intergenerational relationship and investigates the learning outcomes to create fresh significance in the collaborative occupational development of diverse age groups. It involves the experimental implementation of the Intergenerational Relationship Program aimed at redefining the meaning of community development in the Thai context, with a specific focus on youths and elderly demographics within Ban Na, Nakhon Nayok Province, involving a total of 60 participants. To assess the study's outcomes, different methods were employed, such as surveys and interviews, followed by data analysis to expound upon the observed results. The research findings indicate a positive trend in intergenerational relationship, with enhanced communication between youths and the elderly, increased communal engagement, improved mutual attitudes, and a greater display of friendliness towards one another. Regarding learning outcomes, it was found that the collaborative grouping of individuals from two different age brackets led to the development of community-generated products with inherent value. Additionally, the target groups stated that program participation had the potential to increase community livelihoods and income generation.

Cybersecurity has become increasingly important not only in the technology sector but in criminal justice professions as well, and significant challenges have arisen as a result. However, these challenges are not well discussed in the literature. To address this gap, and to study the cybersecurity trends impacting criminal justice professionals and the skills, knowledge and abilities criminal justice students need to succeed upon graduation, this research focuses on the role cybersecurity plays in the jobs that compose the main components of the criminal justice system and adjacent areas: law enforcement, the judicial process, corrections, social work, and military. This research utilizes semi-structured interviews with current and recently retired practitioners. Findings from this study revealed eight broad themes, many of which are complementary including changing technologies, generational gaps, over reliance on information technology professionals, and best practices for education composed of experiential learning, soft skills, specialized curriculum and interdisciplinary approaches.

Given their lower socioeconomic background and achievement, immigrants and their descendants have been shown to make more ambitious decisions regarding educational transitions. While previous research has extensively analysed transitions within and after compulsory education, research on late transitions is scarce. This study focuses on the secondary effect of ethnic origin in the transition after upper secondary education in Germany, where school leavers decide between vocational education and training and higher education. Based on longitudinal data from the National Educational Panel Study, we first analyse differences by ethnic origin (Turkey, former Soviet Union, Poland, other countries) and immigrant generation (first, second, third generation) net of socioeconomic background and achievement. Compared to those of the ethnic majority, we find increased probabilities of enrolment in higher education for most ethnic groups of the first and second immigrant generation, net of differences in socioeconomic background and achievement. Second, we test four explanatory approaches for secondary ethnic effects (immigrant optimism, relative status maintenance, anticipated discrimination, and information deficits). By employing decomposition analyses for nonlinear regression models, we find that, taken together, the four explanations account for up to half of the ethnic differences in educational choice after upper secondary education. Specifically, increased levels of immigrant optimism and information deficits regarding vocational education explain a substantial share of the ethnic differences among all origin groups. For Turkish immigrants, the motive to maintain relative status in the origin country also contributes to increased enrolment rates in higher education.

This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-generation students generally perceived more differences between family-school values. When experiencing less value discrepancies, students reported closer teacher-student relationships. Value discrepancies were also associated with conflict, third-plus-generation standing out. Practitioners should mitigate value discrepancies to improve teacher-student relationships.

To be able to form and develop competencies with regard to the nature of science (NOS) for students, the teachers must have appropriate conceptions about NOS. Therefore, this study explored levels of conceptions about the nature of science of future physics teachers who have experienced two different physics teachers-education curricula using the survey research methodology. The findings indicated that both curricula have developed positive conceptions of the nature of science for pre-service physics teachers, especially for elements related to creativity in science, subjectivity in science (theory-ladenness), and the tentative nature of scientific knowledge. However, besides good conceptions, naive views could be found in some other elements, such as the purpose of the experiment and the validity of observationally based theories and discipline. Finally, students did not express enough conceptions of the function of scientific theories and the logic of testing them. When differences among generations were investigated, the new generation, who has been experiencing a new curriculum established in 2019, was found to have better conceptions when it came to the scientific definition of science, laws, and theories, as well as scientific methods. However, they hold more inadequate conceptions of the elements of the social and cultural embeddedness of scientific knowledge. These differences were suggested and discussed to be mainly stemmed from the appearance of a course called "Introduction to Natural Science and Technology" in the new curriculum. This paper discusses the implications of this study for investigating NOS conceptions and developing physics teachers-education curricula.

The knowledge of historically marginalized learners, including racially and linguistically minoritized learners, tends to be obscured in institutionalized learning contexts and by the dominant discourse of "learning loss," which was reinforced during the COVID-19 pandemic. Based on critical ethnography and the methodology of shared walks, this article highlights intergenerational ways of knowing embodied and emplaced in the context of traditional farming sustained and mobilized by a Syrian refugee family. We illustrate what children were indeed learning in the land of refuge during the pandemic, with their family, beyond narrowly defined in-school learning. We conceptualize the recentering of intergenerational ways of knowing, often overlooked in colonial institutionalized learning spaces, as "transdisciplinary" acts for disrupting the hegemonic disciplinary formation of science, technology, engineering, and mathematics (STEM).

Reverse education, where younger individuals teach older adults, has gained prominence but lacks comprehensive understanding regarding its dynamics and impacts. This study addresses this gap by exploring the cognitive processes of older adult learners who view young university students as their teachers. Through semi-structured interviews with 12 older adults learning to use smartphones, we identify and analyse 3 critical stages of their cognitive journey: pre-teaching, teaching interaction, and learning reflection. In the pre-teaching stage, older adults accept young students as teachers primarily due to the perceived authority of the educational institution. During the teaching interaction stage, they recognize the value of the younger generation's teaching abilities and emotional support. In the learning reflection stage, older adults emphasize the quality of their learning experience and personal growth when evaluating young students as teachers. Our findings provide a nuanced understanding of why older adult learners embrace reverse education, highlighting the importance of teaching competencies and emotional engagement. These insights have significant implications for enhancing reverse education practices and the professional development of educators in senior university settings.

Academic libraries have conducted studies on the importance of the library research consultation (LRC) regarding student learning and the impact on academic success. While there is a robust literature examining library anxiety, no study has been designed to measure the impact of the library research consultation on stress. Researchers at a mid-sized midwestern Carnegie Research 2 institution analyzed 108 surveys administered before and after the consultation. Findings confirm the LRC improves perceived stress levels at the project and overall level. The overall stress change and project stress levels were lower during the COVID phase of the study.

The home numeracy environment is an essential construct that helps explain children's numeracy skills. However, this field has been developed mostly focusing on monolingual English-speaking families, and cultural differences that contextualize the home environment have not been considered. This study describes the home numeracy environment of Latine families by (1) identifying the more and less common numeracy activities in the home of Latine families; (2) exploring differences, such as family members involved in the activities and generation in the United States; and (3) examining the association between activities and math anxiety and beliefs. Participants were 341 caregiver-child dyads (M age = 2.9 years, SD = 0.7 months). We found that the less common numeracy activities in the home of Latine families are items commonly used in the literature to measure numeracy home environment. In addition, the role of family members varies across generations. This study provides a foundation for understanding the home numeracy environment of Latine families.

Given the developmental benefits associated with higher sense of purpose, past work has aimed to understand how experiences of adversity relate to sense of purpose. With a specific focus on experiences of adversity that may impact individuals from marginalized groups, past work has found that discrimination is related to lower sense of purpose in life, but that these effects are weaker for Black adults relative to White adults. The current research aims to extend past work by examining how and for whom discrimination is related to sense of purpose in life. Moreover, the current work also aimed to understand the extent to which sense of purpose spans across generations and whether there are generational differences in the relationship between discrimination and sense of purpose. Using data from the St. Louis Personality and Aging Network study, 822 parents (G1 participants) and 654 children (G2 participants) completed measures for sense of purpose, major experiences of discrimination, and personality traits. Results found mixed evidence for a relationship between discrimination and sense of purpose, with little evidence for consistent moderators. In addition, while the current work found no evidence of intergenerational associations for sense of purpose, results showed that discrimination was positively associated across generations, suggesting a potential for an intergenerational cycle of marginalization.

At the 2020 American String Teachers Association (ASTA) Conference held in Orlando Florida, an attendee of the Wellness Committee Listening Session recommended that a study be conducted to determine the prevalence and awareness of mental health concerns among students and teachers within the organization. Members agreed that there is more needed to be understood so that ASTA could provide professional development webinars, resources, as well as local, state, and national conference sessions. In response to this request and the clear need for more information, a survey was developed and deployed to the ASTA membership in the fall of 2020. Follow-up interviews with members who volunteered in response to an invitation on the survey were conducted in the spring and early summer of 2021. Teachers reported a high prevalence of student mental health issues prior to and during the pandemic and reported concerning levels of work overload, compassion fatigue/burnout, and mental health issues. Generational differences in mental health perceptions were noted, as were opportunities to provide targeted professional development and community-level services.

Generation Z as digital natives are distinguished by their intense engagement in online activity. This article is an analysis of the impact of the internet use on academic performance in Gen Z based on data from the China Family Panel Studies (CEPS) 2020. Research findings show that there exist divides in the internet use among members of Gen Z with distinct family origins and that the impact of the internet use on students' academic achievement varied according to their educational phases and prior academic rankings. The multi-categorical ordinal logistic regression model was adopted in the analysis.

Scholars have argued that, on average, immigrant students are 'optimists' and have higher educational aspirations than non-migrant students after accounting for students' socio-economic background and educational performance. However, ethnic minority groups, which proxy the different origin backgrounds of migrants, may show mixed findings in terms of educational aspirations. This study aims to analyse the lyceum (the most theoretical school in Italy) and university aspirations of migrant-origin students and their Italian counterparts, enrolled respectively in Italian lower (Grade 8: age 13) and upper secondary state schools (Grades 9-11: ages 14-16). The analyses are based on data from the Italian Integration of the Second Generation survey conducted during the 2014/15 school year. Our results show that students having Chinese, Moroccan, Moldovan and other non-European Union Eastern European origins assume the lowest levels of lyceum aspiration after also considering compositional effects. Conversely, the largest proportion of migrants attending school in Grades 9-11 have higher levels of university aspiration compared to non-migrants. When considering the role of migratory generation, lyceum and university aspirations are positively associated with the acculturation process of migrants. Furthermore, we found that high family expectations, social relationships and self-perception benefits of studying have positive associations with both lyceum and university aspirations, especially among migrants.

The effects on social mobility of stratifying pupils into different educational pathways have been debated for decades. We intervene in this debate by showing that stratification in secondary schooling is multidimensional. The extent of "differentiation" into separate tracks is distinct from "hierarchy" between tracks. To address data limitations in existing research, we collect novel data on education policies from 1945 onward for 16 European countries. Combined with mobility data from the European Social Survey, we use difference-in-differences regression models to test the effects of hierarchy and differentiation on intergenerational mobility. Hierarchical stratification shapes the inheritance of educational attainment while differentiation does not. Differentiation only reduces mobility where educational pathways are hierarchically structured. These findings imply that studies using measures of differentiation (e.g., the tracking age) may instead be picking up aspects of hierarchy. They therefore highlight the importance for future research to measure multiple dimensions of stratification and assessing how combinations of policies can reinforce or undermine one another.

The interest in metaverse technology has risen notably in higher education learning contexts. Due to the global spread of the Covid-19 pandemic, higher education institutions are now increasingly emphasising online interactive learning. Higher education institutions are currently investigating the potential of metaverse technology to enhance student learning by immersing them in a 3D interactive environment. Nevertheless, there is a dearth of research on how Gen Z in developing Arab nations, such as Jordan, decide whether or not to use metaverse technology in higher education (Eduverse). Therefore, it is crucial to understand the dynamics of Eduverse adoption to encourage and inspire Gen Z students to make use of this cutting-edge technology. Through structural equation modeling applied to a sample of 537 Jordanian students of Gen Z, this research assessed a model that adapts and integrates the UTUAT2 theory with Personnel Innovativeness in IT (PIIT). From a UTAUT2 perspective, the results suggest that, apart from social influence, all other included determinants have significant and positive impacts on Gen Z adoption intentions for the metaverse in higher education learning environments. In addition, the results demonstrate that PIIT is a strong predictor of adoption intention both directly and indirectly via performance and effort expectations. The developed model in this study explains 57.5% of the variance in Eduverse adoption intentions. This study adds to the current body of knowledge by enhancing our comprehension of the dynamics and behaviours of Eduverse acceptance among Jordanian Gen Z students. In addition to its theoretical value, this research offers profound implications for the executives and policymakers of higher education institutions.

Using a multidimensional, integrative approach this study examined the influence of social position factors (nativity, economic hardship, and language) and environmental contexts (community trauma, geographic location, and discrimination) on three domains of school engagement (cognitive, behavioral, and relational) among a community sample of first- and second-generation Latino adolescents. Findings from this study reveal that both social position and environmental contexts significantly and differentially predicted each of the three domains of school engagement. Participants (n = 306) included students from 11 high schools in two US cities. Fifty-three percent were first-generation immigrants and 80% were born, or had a parent from, Mexico or Central America. Results indicated that all three social position factors (nativity, economic hardship, and language) and two of the three environmental contexts (community trauma exposure and discrimination) significantly and differentially predicted each of the three domains of school engagement. Findings emphasize the direct effects of student's social positionality and environmental contexts on their engagement in school.

Institutions have tended to provide online training and in-service training by using today's technologies due to the increasing number of employees and the increase in the number of in-service trainings to be given. While the number of trainings held in online environments is increasing day by day, it has gained importance to help learners learn and understand their e-learning styles to organize online learning environments according to their learning styles. The purpose of this research is to investigate the e-learning styles of employees who receive in-service training in corporate companies in online learning environment. The e-learning styles of the employees in this research investigated by gender, generation, education level, occupational experience period, occupational class, occupational lane, e-learning experience duration, and education category they have experienced. The data for the research were collected by the survey method. To determine the e-learning styles of the employees, the e-Learning Styles Questionnaire was applied. Data were collected by e-mail, and 2.796 people participated in the survey. Differences in e-learning styles were found in a sample of 2.796 people according to the variables of gender, generation, education level, occupational experience period, occupational class, occupational lane, e-learning experience duration, and education category they have experienced. As a result of this research, in order to create more learner-centered education environment, it is important to consider learners' e-learning styles. Also, establishing online training and development activities that appeal to the target audience or various learning styles by evaluating the learner profile in educational environments will serve the purpose of improving the competencies of the employees.

New teachers are leaving public education at alarming rates leaving states with financial burdens for communities and education losses for students (Owens, 2015; Trans & Smith, 2020). This study examined new teachers' perceptions in Generation Z or within a year of that classification on leadership style and decisions to remain in education. An interpretive qualitative research approach was applied to examine five new teachers' perspectives through narrative inquiry under the lens of the Relational Leadership Theory. This study highlighted the need for school leaders to provide feedback on professional growth, classroom management strategies, and instructional practices. Additionally, this study revealed the need for school administrators to be mindful of timely, personalized, frequent feedback and emotional support for Generation Z teachers.

The purpose of this study is to examine the barriers non-traditional students experience in their attempt to complete their degree program. Semi-structured interviews revealed four key themes: family; support; generational-gaps, and community. These themes highlight areas in which non-traditional students feel they have experienced obstacles in reaching their educational goals. Results of this study may be used as a tool for institutes of higher education to recognize the unique challenges that non-traditional students face and use this knowledge to provide better resources and other forms of encouragement to help these students complete their degree program.

Learners from different generations have enrolled and graduated from educational institutions for many decades, but educators have been using the same strategies despite what generation they teach in their classrooms. A new generation of students has occupied today's classrooms who are called 'Generation Z' or Gen Z for short, and they are colloquially called 'Zoomers'. They have unique characteristics and expectations, and they were raised with technology. They are digitally connected all the time, and it is necessary to check the quality of education given to them. Educational quality is a crucial topic worldwide and it is the need of the hour to discuss the quality of educators. To a large extent, teachers are considered the key factor in determining, and improving the quality of our educational systems. Presently, our teachers are expected to provide a quality hybrid delivery of teaching that best fits Gen Z learners. In the present century, teachers face greater challenges than ever before. The augmented skills of educators with modern, innovative, and creative strategies are the most in demand in this digital world. As new skills and technologies take over all the fields, educators also need to up-skill and re-skill themselves. This white paper discusses the augmented skills of the educators who teach Generation Z and the future generations to come.

This study aims to investigate the opinions of students learning Turkish as a foreign language on the use of the e-portfolio method in writing classes. During the implementation phase of this case study, two methods were used concurrently. The first method was face-to-face instruction centered on the coursebook. The second method was the e-portfolio method utilizing digital tools. After the implementation, data regarding the participants' opinions were collected through interview technique, and the collected data were analyzed through content analysis. According to the research findings, there is a diversity of opinions among students regarding digital writing practices. Generation Z students tend to evaluate digital writing more positively. Language control and support are positively received by students. It has been observed that digital writing offers spatial and temporal independence, enhances student-teacher and student-student interaction, and contributes to collaboration and skill development in the context of peer learning. It is concluded that digital writing increases learning motivation and generally improves Turkish writing skills. As a teaching tool, in addition to textbooks and notebooks, the use of digital resources, especially e-portfolio creation tools and dictionaries, which offer unlimited variety, has become a necessity. Based on the study results, it is recommended to use a hybrid approach where traditional and digital writing-based e-portfolio methods are used together in education. Accordingly, curriculum should be updated, digital tools should be used more effectively, and technology infrastructure should be improved. Centers or courses teaching Turkish as a foreign language should take the initiative for infrastructure improvements. In this context, it is recommended that researchers in the field of online teaching of writing, speaking, listening, and reading skills conduct studies and educators develop applications.

The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in elementary schools in South Korea participated in this study. The data collected identified the types of active job behaviors among Gen Z elementary school teachers using cross-tabulation through Latent Profile Analysis (LPA). A multinomial logistic regression analysis was conducted to identify the predictors that influence the types of active job behaviors of Gen Z elementary school teachers. The results were as follows--First, there are four types of active job behaviors of Gen Z elementary school teachers: Ideal, relational, non-participatory, and passive job performance types. Second, teacher efficacy, learning agility, organizational commitment, and principals' transformational leadership influenced the types of active job behaviors of Gen Z elementary school teachers. The results offer insights into the human resource management of Gen Z elementary school teachers and have significant implications for improving the active job behavior of Gen Z elementary school teachers.

Generation Z students are described as being our first "digital natives" who have grown up typing with their thumbs on smartphones and tuning out school-based interactions that do not capture their short attention spans. As Gen Z students occupy more post-secondary rosters for web based courses, they seek instructional models that combine world-class online learning environments with in-person engagement. Based on student feedback generated on principles consistent with the aims of SoTL, this article addresses the core characteristics of Gen Z students in higher education settings and offers relevant, useful strategies for meeting their needs within an online platform.

Korean Americans and Korean Germans exhibit similarities in their upbringing and migration processes: The first generation, speaking Korean natively and solid in their identity as Koreans, attempt to raise their children with a Korean identity in a culture, where English or German is the mainstream language. Given their minority status in either country, passing on their native tongue is difficult. The second-generation struggles in their ability to speak Korean, even though they are exposed to it at home and at Korean language school. Cultural concepts that are familiar to Koreans also prove difficult to translate, such as "jeong" or "han." But consuming and talking about Korean food appears to be the gateway for second-generation youth to their parents' native country and culture, which they otherwise experience via mediated memories. In general, food preferences seem to mirror migrants' identities and identity processes: While abroad, the first generation cooks Korean food to cope with feelings of homesickness and to create community and a sense of belonging in the diaspora. As a result, Korean food, much more than the Korean language, seems to be the Korean identity marker that gets passed on successfully to the next generation. The second-generation, whether in Germany or the United States, is familiar with and appreciates Korean food, while they also experiment with combining Korean food elements with American or German ones. Just like the first generation, the second-generation Koreans have also experienced their fair share of food shaming due to the odiferous nature of Korean food, but it is still part of their daily lives. In fact, the second-generation deliberately chooses to include Korean food and combinations thereof in their life, as it has become a source of pride. Creating Korean German or Korean American dishes mirrors the second-generation's hybridity and fluidity of their perceived identities. Since the command of the Korean language significantly declines among second-generation Koreans due to assimilation forces, many cannot claim fluency in their parents' native language. Hence, cooking, eating, and talking about Korean food seems to be the remaining marker of Koreanness, other than their physical appearance.

Many ferns learning in higher education were organized conventionally and relied only on textbooks. Moreover, it is not in accordance with the characteristics or learning styles of Generation Z (Gen Z). This research aims to produce Pteridophyte Smart Cards (PSC) as a learning media by integrating cards containing real images of ferns with QR Code technology connected to Google Drive. This research and development uses the ADDIE model. This research involved three experts to validate the product's validity. As many as 26 Biology Education students at the University of Muhammadiyah Malang were involved as research subjects and were divided into six groups in the small group practicality test. Furthermore, there are 20 students taking charge to test the product's practicality and attractiveness. The instruments used were questionnaires, observation, and interview sheets. The results show that the product feasibility was 96.67%, media 97.06%, and design 94.44%, so it was declared very feasible. Based on the results of the practicality test, it is classified as a very practical category because the results of the small group test received a score of 85.71% and the class test was 90.89%. The attractiveness test results were 91.25% so it was declared that the products are very attractive. Therefore, it can be used as a learning media for ferns that are interesting, fun, and in accordance with the characteristics or learning styles of Gen Z students.

Building relationships is a crucial part of being a school librarian. But the first relationship the authors states school librarians will want to build is within themselves as a professional. According to the author, knowing yourself and your core values can help when times get tough or if your first tries at a relationship are rebuffed. Identifying your values also affords an opportunity to connect with others of a like mind. Identifying those shared values can be an essential part of making that connection and allows stakeholders a chance to connect with your library's mission and vision. Relationship-building approaches benefit the entire school community. As the author states, school librarians will want to establish trust with administrators, learners, classroom teachers, and the community. Relationship building in the school library, school, or community relies on the concept and principles of leadership. In many cases, connections will not just happen; they must be built with intention. Many leadership principles can help school librarians plan connections and set their intention for relationship building. An important part of relationship building within a school community is to think about intergenerational communication. A school community is intergenerational with every age group, including elementary and middle school students who are part of Generation Alpha, born between 2011 and 2025. Therefore, a school librarian can benefit from studying how to best communicate with each group: first-year classroom teachers working with a school librarian who has 30 years of experience; midcareer school librarians communicating with young parents; and school librarians of any age communicating with their learners. Remember that cultivating relationships is a pivotal part of the school librarian's responsibility. No matter how advanced AI, Google, or other technologies become they cannot substitute for the connections made with learners, classroom teachers, parents, and other stakeholders.

This article embarks on an exploration of the transformative influence of infographics within the educational landscape, tracing their impact from the Gen-Alpha era onwards. Infographics emerge as dynamic visual tools, transcending generational boundaries and establishing a universal language of comprehension. From catering to the digital fluency of Gen-Alpha to resonating with earlier and subsequent generations, infographics serve as enduring conduits, adapting to diverse learning styles and cultivating a culture of visual literacy. This article delves into a unique dimension, proposing infographics as suitable aids for teaching and learning through the innovative concept of 'pop-up edutainment exhibitions'. These exhibitions represent dynamic, interactive showcases that bring educational content to life, creating an engaging and immersive experience for learners. From static visuals to dynamic formats like animated and interactive infographics, this evolution revolutionizes the pedagogical experience, making education a visually stimulating journey. Within the collaborative realm, infographics evolve into platforms fostering multigenerational wisdom, where minds converge, co-create, and contribute to a collective reservoir of knowledge. Through a critical lens, this article scrutinizes how infographics, presented as pop-up edutainment exhibitions, amplify critical thinking, digital literacy, and creative expression across generational spectra, exemplifying their instrumental role in crafting an inclusive and engaging learning environment.

Generation Alpha are the first to grow up immersed in digital technology and presumed to be wired differently than previous generations. This systematic review synthesizes the research literature on what has been learned so far and broadly answers the following question: What is happening in the education and training of Generation Alpha? The literature review was conducted based on guidelines outlined by The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Titles of 2,093 studies, abstracts of 603 studies, and 335 full-text studies were evaluated for inclusion criteria. A total of 83 studies were included into the literature review. The studies were sorted into four major categories: (1) the role of teachers, (2) the role of new approaches to education, (3) the role of teaching tools, and (4) the role of blended/online learning. Despite frequent use of the term "Generation Alpha" in the research literature, relatively few studies report generational differences that reveal how children of this generation are characteristically different from previous generations. There is simply a strong assumption that Generation Alpha is different. A major concern is that the use of technology by Generation Alpha has decreased opportunities for social-emotional development and increased mental health problems. There are digital educational tools and online strategies being developed and tested but none have emerged to be dominant.