Search

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

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.

This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

Religion has been associated with human values and competencies needed to shape young people into responsible citizens able to make a positive difference in the lives of others. However, this correlation remains dependent on the context. As the correlation has not yet been investigated in Mauritius, which is a multicultural and multi-ethnic country, this study aims to bridge this knowledge gap using a purely positivist epistemological approach. It will analyze the Mauritius-specific data derived from a public data set which was part of the "Mapping the Terrain" project to examine the correlation between religion and a broad set of human values and competencies, namely forgiveness, individualistic orientation, collectivistic orientation, self-efficacy, problem-solving, meaning-making, sense of belongingness, religiosity/spirituality, hope, life satisfaction, gratitude, emotion, regulation, empathy, and self-regulation. The descriptive analysis and the Structural Equation Model (SEM), developed using the SPSS and AMOS software, revealed that (i) independent of ethnic group, educational stakeholders in Mauritius have a high affinity to most of the human values and competences, and (ii) as compared with others, the Muslim community has a slightly lower affinity to forgiveness, life satisfaction, individualistic orientation, self-efficacy, and problem solving. These data, which represent important baseline information needed to inform policymakers and other educational stakeholders, were used to derive a set of recommendations that will further the development of the key human values and competencies needed to promote harmony in a multicultural and multi-ethnic country.

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries.

Indonesia as a multicultural country has a very complex diversity. More differences create greater potential for disunity as well as conflicts between ethnic and cultural groups. Inculcating values of tolerance towards students in Indonesia is a must, because Indonesia does not only consist of one understanding, religion, ethnicity and culture. Therefore, a uniter for Indonesians in order to make the nation live in harmony is needed. One of the concerns is regarding to the religious tolerance in Indonesia. This qualitative research was conducted in Cilacap at Immaculata Foundation, by using observation, interview, and documentation techniques. The data analysis used was interactive analysis, including data reduction, data display, and data conclusion. The findings of this study describe that the values of religious tolerance are applied through routine activities, such as respect, mutual help, cooperation, equality, freedom, justice, and responsibility which are internalized through exemplary, habituation, and the giving of advice to keep the harmony among religions.

This research delves into analyzing and comprehending humanistic attitudes within the management framework of the Youth Red Cross (PMR) organization at Madrasah Tsanawiyah Negeri Palopo. Employing a qualitative approach, data is gathered through interviews, observations, and subsequent analysis. The study encompasses various stakeholders: the Headmaster of MTsN Palopo serves as an informant to provide an overview of the school, while administrators relay information regarding the school's general profile. Facilitators from the Indonesian Red Cross (Palang Merah Indonesia) and participating teachers offer insights into activity implementation. Additionally, interviews with active student participants, including core committee members and department heads, capture their perspectives on activity execution. Findings reveal the pivotal role of humanism in PMR organization management. Members demonstrate a profound concern for fellow students' welfare, evidenced by humanitarian activities like social action and first aid training. Management ethos within the PMR organization also champions humanistic principles. Student leaders focus on service-oriented leadership and meticulous time management from planning to empowering PMR members to actively engage in altruistic endeavors. Humanistic values underpin the ethos of PMR organization management, fostering an environment conducive to leadership cultivation, first aid proficiency, and altruism. Central to this ethos is the ethos of caring for fellow members and students, laying a robust foundation for PMR activities and management steeped in human values. This environment not only supports leadership development but also emphasizes first aid training and mutual assistance, all centered on fostering humanistic values.

This conceptual paper explores the integration of "Ubuntu" philosophy in the school social work practice in South Africa, suggesting a transformative framework to enhance social work practice in a school setting based on the principles of interconnectedness, compassion and community. Drawing from critical social work theories, cultural humility, and restorative justice, the study explores the potential benefits of incorporating "Ubuntu" in addressing the diverse needs of students. Using a narrative literature review methodology, EBSCOhost and Google Scholar search engines were utilised to retrieve scientific literature. The study underscores the importance of cultural competence, community engagement, and restorative practices in shaping interventions. Significantly, the study contributes to a growing body of literature on culturally responsive social work practices, providing insights that can inform transformative approaches to school social work in South Africa and potentially beyond.

As a result of globalization, Chinese young adults who transit to adulthood currently are being exposed to a combination of traditional Chinese values such as collectivism and Confucian philosophy, as well as Western individualism. We analyzed the trends in depression prevalence within an 8-year period using panel data derived from young adults in China. The investigation further delved into the multifaceted correlates of depression, including demographic profiles, health-related parameters, and consequential life events. Data were obtained from five cycles, 2010 to 2018, of the China Family Panel Studies (CFPS). Participants included adults aged 18 to 24 years (total analytic sample N = 15,442). Depression symptoms increased in prevalence in Chinese young adults over the eight years; therefore, depression screening should be regularly conducted in this demographic. This study highlights the issue's gravity and suggests potential correlations with cultural, regional economic development level, gender, religion, hukou (household registration), lifestyle, chronic health conditions, on-going school attendance, and marital factors.

Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across five cultural settings (Brazil, Ecuador, Argentina, Germany, and Japan) and coded the amount of talk and gestures as well as their conversational embedding (interlocutors, function, and themes). We found a comparable pattern of communicative interactions across cultural settings, which were modified in ways that are consistent with local norms and values. These results suggest that children encounter similarly structured communicative environments across diverse cultural contexts and will inform theories of language learning.

This study employs Bernstein's concept of "recontextualization" and Rata's theorization of the "Curriculum Design Coherence [CDC] model" as theoretical tools to analyse the "Curriculum Standard for Chinese Language" ["Standard"] (The "Standard," the "Guidance," the "Plan and" all the quotations from the three policies were translated by me because the official English versions of them are unavailable.) which is part of a new approach to curriculum policy development in China. The study aims to identify and explain the mechanisms through which the Chinese government has "recontextualized" its ascendant political ideals of the "core socialist values" into the country's education system via curriculum policymaking. The study reveals that the "Standard" contains features embedding the core socialist values. This is achieved through three distinct mechanisms of recontextualization: policy propositions, subject competencies and subject concepts and content which operate from a "sociocultural knowledge" orientation. This sociocultural knowledge orientation aligns with the government's strong will to cultivate the core socialist values within the young generation so they become qualified builders and successors of the country's great socialist cause.

Educational psychology remains constricted by Westernised science's universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but the underpinning ontology and theories appear to be largely unexamined. The importance of educational psychology was highlighted by the COVID-19 pandemic, and with wellbeing initiatives accumulating, now, more than ever before, educational psychology research and practice in Aotearoa New Zealand must be called to account. Most existing programmes derive from anthropological, psychological and observation-based approaches, unquestioningly proposing that we all feel emotions because of, or in response to, certain occurrences in our lives. Dare we question this 'given' through a decolonising or cross-cultural lens? Maori values, holistic concepts and the diverse ways of knowing and being with emotion need to be considered as Aotearoa New Zealand looks beyond the dominant discourse of current SEL. In classrooms every day, practitioners discern how to discuss and respond to emotions, their own and those of the students in their care. This article invites educators to critique their own understandings of emotions and considers ways to challenge educational psychology and the practice of teaching about emotions to acknowledge the culturally diverse classroom contexts of Aotearoa New Zealand.

Studies have primarily identified the positive associations between students' communal values and teachers' culturally relevant practice in separate investigations. The current study examined African American students' perceptions of their mathematics teachers' practice specifically related to the transmission of communal values, communal socialization. It also explores associations between these perceptions and students' academic engagement and performance in mathematics. Communal socialization is the transmission of implicit and explicit messages, models, and experiences that teach, honor, and reinforce students' values of social connectedness, interdependence, and common purpose. African American high school students (N = 308, 81% 14-17 years old, 74% female, 71% subsidized lunch status) participated in this study. Exploratory factor analyses were used to examine the dimensionality of communal socialization. Latent profile analyses yielded profiles to explore the varied experiences of students in secondary mathematics. Multinomial logistic regressions were used to examine the associations between communal socialization and students' academic (i.e., academic engagement and performance), achievement motivation (i.e., attainment value), and social responsibility outcomes. Results were in support of the multidimensional nature of the Communal Socialization Scale including four factors: personal responsibility, community utility, equitable actions, and global responsibility. In addition, four latent profiles emerged, each with distinct levels in these factors: highly communal, moderately communal, least critical, and least communal. Students in the highly communal socialization profile reported significantly more value for mathematics, academic engagement, and perceived higher social responsibility. As a culturally sustaining practice, communal socialization has the potential to shape mathematics instruction toward fostering and sustaining social and community connections for the benefit of students' value, engagement, and persistence in mathematics.

Individual religiosity measures are used by researchers to describe and compare individuals and societies. However, the cross-cultural comparability of the measures has often been questioned but rarely empirically tested. In the current study, we examined the cross-national measurement invariance properties of generalized individual religiosity in the sixth wave of the World Values Survey. For the analysis, we used multiple group confirmatory factor analysis and alignment. Our results demonstrated that a theoretically driven measurement model was not invariant across all countries. We suggested four unidimensional measurement models and four overlapping groups of countries in which these measurement models demonstrated approximate invariance. The indicators that covered praying practices, importance of religion, and confidence in its institutions were more cross-nationally invariant than other indicators.

This paper reconsiders the concept of "inclusion" by examining conceptions of "totality/wholeness," while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on securing educational opportunities, the notion of "diversity" is examined as it pertains to the conflict between "publicness" in formal schools, which includes ideas related to diversity and heterogeneity (otherness), and "freedom to educate" in non-formal education. Analysis suggests that it is undesirable to establish a definitive boundary between the two; instead, maintaining a form of tentative, intersectional, and responsive boundary would result in more effective understanding of the diverse needs of people who feel marginalized. Based on this, the author explores a theoretical model which withstands such questions of inclusion. From the perspective of the "included party," which has its own heterogeneous values in relation to mainstream value systems, the author proposes a "responsive wholeness" model in contrast to a "concentric totality" model in order to reexamine the idea of inclusion. Finally, the paper outlines suggestions for reexamining "inclusion" grounded in this model.

This research aimed to evaluate the relevance and appropriateness of listening texts in Omani classrooms and delve into the connectedness and cultural accessibility of the context of listening texts in an EFL listening classroom environment. It also aimed to explore their authenticity, believability, and cultural values all vital factors in evaluating the listening texts' significance and effectiveness. The data-gathering procedure involved recording and evaluating recordings for listening practice, conducting an interview with Language Studies teachers, and collecting students' feedback on the recording's cultural value and accessibility. Results suggested that students are provided with resources for Western culture and not Eastern culture. The interviews supported this stance as the teachers also believed that there should be more resources for cultural information and societal value. Therefore, it was concluded that research in a foreign language listening classroom should focus on making the lessons more meaningful by exploring the authenticity of the listening materials that give access to the socio-cultural aspect, factual knowledge, and context. Pedagogically, the researchers hope that this study can support the Philosophy of Education in the Sultanate of Oman that aspires for all Omani students to develop themselves in an integrated learning environment that values the philosophy, culture, identity, and aspirations of the Omani society.

The aim of this research is to examine the effect of systematic education on the teaching of the text called "The Story of a Book", which is expressed within the scope of the "Our Values" theme in the 4th grade Turkish lesson. The model of the research is mixed method in which pre-test, post-test single-group quasi-experimental design and interview form are used together. The study group of the research consisted of 21 students in Konya province. The study was carried out in the experimental group of 21 people for 6 lesson hours according to the systematic education. "Turkish Achievement Test" and an interview form developed by the researcher were used as data collection tools. The test was applied to the experimental group as a pre-test before the program prepared according to the systematic education was applied, and as a post-test after it was applied. After 4 weeks, it was given to the experimental group again as a permanence test. In the analysis of the data, t test, mean and standard deviation were used. As a result of the study, it was observed that there was a significant difference between achievements in knowledge, practice and total score levels in the systematic education group. However, it was determined that there was no statistically significant difference between their achievements at the level of comprehension. Based on these data, it can be said that systematic education is significantly effective in increasing the students' level of knowledge, practice and total achievement and permanence of the cognitive domain. According to the results of the interview form, it was concluded that the students had a lot of fun in the lessons and they were happy to continue the lessons in this way.

While there is a significant body of educational literature addressing the character and needs of rural communities in the Appalachian and southern regions of the US, there is a need for a better understanding of rural communities outside of this region. Existing literature focused on US rurality revolves around four main themes: the rural idyllic, isolation and deficits, rural identity, and community. The voices, experiences, and needs of future teachers of the Northern Great Plains are missing from this dominant narrative and this study begins to address this gap. This qualitative study is based on data collected from 16 semi-structured interviews with students enrolled in a preservice teacher preparation program about their experiences growing up and living in rural Northern Plains communities. Interview transcripts were transcribed, coded, and compared to the themes of the existing literature. The analysis resulted in several stable themes similar to the prevailing narratives on rural communities, with specific and nuanced differences. Specifically, participants held a nostalgic rather than idyllic view of their communities, internalized an agrarian identity even if they did not lead an agrarian lifestyle, and described communal ties as essential to their distinct lifestyle. Future research on Northern Plains rurality should seek to include non-white and Native American participants and perspectives.

Purpose: The Samuel Paty murder has generated a great response from the professional community and the world of education and schools in Europe and worldwide. In a unique way, civic educators expressed horror, sorrow, and solidarity with the family and with their French colleagues. The article is dedicated to Samuel Paty and the question of whether and how we as a community of international civic educators can learn from this terrible event. Design/methodology/approach: The article presents a case reconstruction using press and public documents attempting to disentangle the actors' positions, their stated intentions and contexts, and the following political intricacies of the case. Findings: The murder of Samuel Paty provoked a series of educational policy reactions that have paradoxical effects on civic education in schools, seen its intentions of political-social inclusion into a citizenship model. The case analysis documents the pitfalls of the instrumentalization of civic education for the securitization of societies.

The transmission of values through social studies education remains a central subject of interest. The search for alternative resources to foster and sustain this transmission process has recently intensified. 'Museums', recognized as alternative spaces within out-of-school learning contexts in social studies, are increasingly acknowledged as crucial in facilitating value transmission. This research seeks to elucidate the role of museums in this process, primarily through the perspectives of pre-service social studies teachers. The study employed qualitative research methods and was constructed within a case study design framework. Data collection relied on focus group discussions with the pre-sercive teachers, with the subsequent content analysis used for data interpretation and explanation. Through dialogues with the participants, it became apparent that the transmission of values in social studies, a fundamental course for life learning, was a predominant concern. Out-of-school learning experiences are deeply integrated with social studies due to their interdisciplinary and multifaceted nature. In light of this, the participants' perspectives and recommendations concerning the role of 'museums' as alternative venues for value transmission within the scope of social studies were predominantly positive.

Local history has its point in providing information to local communities for the exemplary process. However, there are not many studies of local history to be implemented in history learning. Thus, the purpose of this study was to find the values of character education in the material for the struggle of K.H. Ahmad Hanafiah in defending Indonesian independence in the Lampung Residency and its implementation in learning local history. The method used is a qualitative research method with historical studies. This study uses primary and secondary sources and uses interviews as reinforcement. The results of the study are: (1) K.H. Ahmad Hanafiah as a local figure who fought to defend Indonesia's independence in Lampung Residency, (2) The values of character education contained in the material include: religious attitude, hard work, curiosity, love for the homeland, national spirit, and independence, (3) These character values can be implemented in local history learning through the Class XI lesson plans covering the stages of planning, implementation, and evaluation in high school. It is hoped that students can imitate the figure of a K.H. Ahmad Hanafiah, especially for those who live in the Lampung area, and apply it in their lives both now and in the future. History learning has a central role in instilling the values of national character because the scope of the material taught contains heroic, exemplary, patriotism, and nationalism values. [Note: The page range (62-71) shown on the PDF is incorrect. The correct page range is 62-72.]

This research aims to describe the lesson plan and the application of multicultural values learning through Pancasila and Civics Education subject at elementary schools. Multicultural education is important and should be provided in elementary schools as the multicultural education module can help students be more open to skin color, religion, ethnicity, race, language, and other differences. Pancasila and Civics Education also educate students about character; therefore, this subject is beneficial for teaching multicultural values. This research adopts a qualitative approach using a content analysis method. There are six lesson plan documents that were analyzed from three elementary schools in Jakarta. In addition, the participants consisted of 35 teachers, head teachers, and students at an elementary school. The study used document analysis as the main sources and in addition, interviews and observations were used to enrich the data collection. The study findings revealed that the lesson plan on multicultural education is found in elementary school students in the fourth grade of the first semester. The theme of multicultural learning is the beauty of diversity, with the sub-theme being the diversity of Indonesia. The purpose of learning is to make students understand the diversity of ethnic groups in Indonesia. Meanwhile, the case studies taught are about the Minang community in West Sumatra. This research has implications that multicultural learning needs to be taught to elementary school students.

This paper explored the multiple layers of social and intercultural adjustment challenges experienced by international female doctoral students in Australia. The paper investigates multiple dimensions of sociocultural differences between the students' native and host countries, including sociocultural context, community engagement, personal and social lives, and the intersection of more commonly researched sociocultural identities. This investigation is undertaken within the epistemological positioning of feminist standpoint theory and intersectionality. In addition, a narrative inquiry approach and a thematic analysis are used to understand the students' social lives and issues of adjustment to a new culture. Themes like intercultural understanding, social connectedness and adjustment issues are used to encapsulate the students' views about their social positionality and understanding of their lives during PhD in Australia.

This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.

The idea that children need to be exposed to stories of patriotic heroes has again surfaced in recent legislative activity surrounding education. Often, this impulse aligns with a conservative, moralizing vision of teaching history: the flaws of past historical figures should be minimized for the purposes of national pride and traditional virtues. When nations have experienced moral catastrophe, however, this impulse runs counter to the need to teach for historical truth. In this paper, Bryan Warnick examines the link between heroes, historical truth, and patriotic education. For initial inspiration, he turns to a vision of patriotic heroism suggested by writer and historian Anne Applebaum in her analysis of Soviet oppression. After examining both the value of patriotism and the contested role of national heroes in constructing patriotism, he concludes that certain forms of patriotism can make a positive contribution to civic identity and that identification with national heroes will be an unavoidable feature of such an identity.

Chinese Tujia folk songs, deeply rooted in the cultural heritage of the Tujia ethnic group, serve as a living repository of history, values, and traditions. The primary objective of this study is to investigate the historical development of education and cultural literacy in Chinese Tujia working songs in Chongqing. The comprehensive literature review provides insights into the history of the Tujia ethnic group, their musical heritage, and contemporary challenges to preserving their cultural traditions. The research site includes Youyang Tujia and Miao Autonomous County, Shizhu Tujia Autonomous County, Pengshui Tujia, and Miao Autonomous County, and Qianjiang District. Key informants, including accomplished artists, academic researchers, and local experts, share their invaluable insights related to the preservation and performance of Tujia folk songs. By using the principles of music aesthetics, music ethnology, and ancient Chinese music history. The result of this study underscores the critical importance of preserving intangible cultural heritage, especially in the context of today's rapid modernization and globalization. They highlight those traditional folk songs, like Chinese Tujia working songs, hold immense cultural and historical value. The study also provides actionable recommendations for ensuring the continued vitality of these culturally rich songs. These suggestions can guide efforts to integrate Tujia folk songs into educational curricula, support local musicians and artists, and promote cultural events.

The inculcation of moral values in English textbooks, particularly in primary schools, has been a global concern in recent decades due to English's growing importance as a global lingua franca and the impact it carries. Hence, the present study aimed to: (1) elucidate the realisation of moral values discursively represented in three primary school English textbooks entitled English Chest 1, 2 and 3, and (2) determine the extent of the textbooks' contents in teaching the moral values. Fairclough's (1995, 2013) framework of Critical Discourse Analysis (CDA) integrated with Kress & Van Leeuwen's (2006) Visual Grammar Theory (VGT) was applied to elucidate the depiction of moral values in the textbooks. Additionally, Isaacs' (2001) framework of Developmental Moral Values and Smetana's (2006) Social Domain Theory were also adopted to look at how the contents of the textbooks teach moral values. The results show that (1) modesty (8,99%), curiosity (8,44%), perseverance (7,08%), and friendship (6,53%) are the most frequently occurring values in the three EFL textbooks. (2) The discursive realisation has revealed that certain fundamental moral values such as audacity, sociability, industriousness, respect for others, and responsibility are taught through the depictions of verbal-visual images in both school and familial contexts. Importantly, the three EFL textbooks have fairly adhered to the Indonesian moral (character) education goals and stipulation. They also provide implications on both primary school students and English teachers' pedagogical, linguistic, and moral development so as to raise EFL textbook designers' awareness to develop more morally-laden content.

This study provides a research-based approach to reimagining the world language classroom through open educational resources (OER), primarily in higher education. Using quantitative and qualitative analyses, we provide insight into students' perceptions of OER in world language education classrooms, with a specific focus on conversation courses. The results of the current investigation suggest that OER, and digital platforms in general, align with the values, behaviors, and learning styles observed in Generation Z students: environmental awareness (Falc, 2013), financial consciousness, and organic interconnectedness via social media. Most participants recruited for the study (n = 84) had used some type of online platform or digital resource while in college and said they were (or would be) comfortable using such resources in the world language classroom. To that end, most participants considered such materials to be more practical, engaging, entertaining, and relevant to everyday life than traditional textbooks. In fact, the survey items addressing the use of digital materials in world language courses were among the most highly ranked items in the survey. Consequently, the pedagogical implications of this study suggest that instructors consider using open educational resources that meet the interests, principles, and learning styles of Generation Z students, especially as they relate to world language learning.

This study focuses on the educational and literacy dimensions embedded within Putian coastal folk songs in Fujian Province, China. The study investigates the cultural significance and historical development of these folk songs, employing research methods from musicology and ethnomusicology. With a particular emphasis on the coastal region of Putian, the research aims to uncover the educational value and literacy aspects of these traditional musical compositions. The findings reveal the existence of approximately 196 recorded musical works, with nine songs emerging as the most popular in the region. The article also highlights the list of recognized heirs associated with Putian coastal folk songs. Additionally, the study explores the diverse cultural influences that have shaped Putian's music, including the ancient Minyue culture, the introduction of Han culture from the Central Plains, and the assimilation of Arab, Persian, and European cultural elements. By analyzing the educational and literacy dimensions of Putian coastal folk songs, this research contributes to understanding how music can serve as a catalyst for education and literacy promotion within cultural contexts.

The purpose of this study is to analyse the content of primary school textbooks in Iran for their cultural values and characteristics, based on the individualism-collectivism dimension. Six primary school Let's Read Persian (LRP) textbooks were assessed using quantitative content analysis using two lists of individualistic and collectivistic values and cognitive tendencies derived from previous literature. The results showed that Iranian LRP textbooks emphasised themes of individualism, such as self-direction, success, and happiness, and manifested individualistic cognitive tendencies, such as focusing on central objects, making dispositional attributions, and expressing positive emotions. The findings suggest that Iranian LRP textbooks tend to teach children to be independent, strong, self-reliant, and unique individuals, rather than interdependent, cooperative, and harmonious members of a group. The implications of these findings for the education system and the cultural identity of Iranian students are discussed.

Objective: Language brokering (LB) is an act of interpreting and translating that immigrants often engage in to help their family members who may not be fluent in the English language. The study examined whether adhering to Asian American values (i.e., values enculturation) could moderate the association between LB and internalizing symptoms (e.g., depression, anxiety) among Asian American college students. Participants & Methods: An online survey was administered to a sample of 159 Asian American college students who had engaged in LB. Results: Results from the moderation analysis indicated that Asian American values enculturation significantly buffered against the adverse effects of high LB frequency on internalizing symptoms after controlling for gender and generation status. Conclusions: The current study offered insights into the toll that LB could take on Asian American college students' mental health as well as the potential protective roles of values enculturation.

This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia' Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks? The findings of the study reveal that all three types of schools possess the potential to foster peace education. However, each school employs a unique approach based on its underlying ethical framework. This study underscores the importance of considering the ethical frameworks of educational institutions when devising peace education programs and policies. Furthermore, it emphasizes the significance of cultivating an inclusive and diverse learning environment that nurtures respect for varying moral frameworks and cultivates critical thinking concerning ethical dilemmas.

From a "prima facie" point of view, Nietzsche's use of virtue may appear to be a form of virtue ethics. Certainly, this is one position that has been established within the secondary literature; however, I argue that a more fruitful philosophical reading is to view his use of virtue as a part of his "drive" psychology. Indeed, what makes Nietzsche's philosophical psychology relevant to this topic, is the way in which he characterises the "sovereign individual" as an agent that is in control of good or appropriate actions because they are strong enough in character to sublimate their "drives" in the act of willing. Nietzsche's philosophical psychology has important educational implications because an obvious place to cultivate the "sovereign individual" is through education, but to Nietzsche, education and educational institutions seem only interested in promoting certain Christian virtues (e.g., faith, hope, and charity), and herd forming virtues (e.g., obedience, guilt, and equality) that breed sick young people who are decadent and weak willed. In response to this dilemma, I turn my attention to how Nietzsche overcomes this problem by proposing new virtues that should figure in a new type of education which is concerned with educating the "will" of the "sovereign individual." Central to Nietzsche's new type of education is the painful labour of self-cultivation ("Bildung"), the revaluation of one's values, and a ceaseless striving to overcome obstacles (will to power), so we are "able" to educate ourselves "against" life-negating virtues or vices that make us decadent and weak willed.

Purpose: This study aims to examine how higher education can mold pro-environmental actions among students with educational social-marketing leads; it probes into the direct influence of four value orientations toward pro-environmental beliefs, norms and behaviors. Design/methodology/approach: This quantitative research sought deductive reasoning. Data gathering took place in January 2023, following a cross-sectional framework. The researcher visited various private universities in Egypt, which used effort to change the practices among students toward sustainable developments, distributing digitally administrated questionnaires to students on campus. Through convenience nonprobability sampling, 581 questionnaires were collected and statistically analyzed, using SPSS. Findings: This study shows that altruistic and biospheric value impact students' personal beliefs toward pro-environmental behaviors; students' personal beliefs significantly impact the norms that are present on campus; the norms found on campus impact significantly students to behave as green passengers, recyclers and utility-savers. Practical implications: Higher education institutions play a significant role in promoting the manifestations of rationality and objectivity among students about environmental challenges and sustainable development. Eco-friendly behaviors are rooted in values; thus, understanding the initial values among students is critical in developing coping strategies and social marketing initiatives that inspire the needed conservational behaviors. Originality/value: By aligning the value-belief-norm theory with two disciplines (higher education on sustainability and social marketing), this study builds upon the theory, identifying the underlying value-structures that inspire students' necessary environmental and sustainable behaviors to improve societies for future generation rightness. This study provides more nuanced insights into a better educational intervention for shaping students' manners toward environmentalism to improve communities worldwide.

This paper addresses the ways through which new philanthropy in education is being enacted in Portugal, focusing on one of its significant imaginaries: social inclusion. We analyse EPIS (Entrepreneurs for Social Inclusion), a top association dedicated to corporate philanthropy with a growing presence in the education system. Drawing on Popkewitz's concept of fabrication, it examines EPIS' programmes and deliverables as technologies that constitute social inclusion as an object of policy, knowledge and practice, targeting students (transforming "at-risk" students into entrepreneurs), teachers and schools (transforming their cultures to become performance-oriented), and the relationship between State and non-State actors (fostering the State's adoption of a rule-following role, dependent on knowledge generated by non-State actors). This paper suggests that new philanthropies' social inclusion imaginary enacts a system of reason that promulgates results-oriented and evidence-based approaches to educational policy and knowledge.

"Humanitarian giftedness" is the deployment of one's gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one's gifts with others in a way that makes the world a better place. It is not something people are born with--they develop it in the same way other forms of expertise are developed--through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise--as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live.

This paper investigates the potential that mediated text can have on expanding Lebanese young people's notions and understandings of sexuality beyond their personal boundaries and the immediate local context to uncover the portrayal of these notions within a global mediated space. It specifically seeks to examine the intersection between Lebanese youth media practices and sexual learning by identifying the extent to which watching the hit Netflix series "Sex Education," affected young people's sexual identities, knowledge and practices. Four focus groups, each comprised of six respondents, described the importance of the series in influencing young people's sexual learning and thoughts in a society where sexuality and sexual subjects are taboo. The four main discussion themes that were developed -- namely, Open Mindedness: transgression, acceptance and respect; Transformation: life skills and right choices; Gender Equality, Well-being and Health; Reliability/identification and the Need for Trustworthy Connections; and the Need to Re-educate Family and Society about Sex -- underscore the importance of the series as a learning tool, the need for the re-introduction of sexual education as part of school curricula in Lebanon, and the re-education of society more generally to help foster healthier sexual lives among young people.

Purpose: The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master's of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools. Design/methodology/approach: A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions. Findings: Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold. Originality/value: This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

This study explores the dialogues about social values, emotions and feelings that emerge during the implementation of dialogic literary gatherings (DLG). DLG is a classroom-based program grounded in the dialogic reading of classic books. Ten DLG sessions with fourth-grade students (n = 126) were implemented in five elementary schools in Spain. The analysis of dialogues that took place in selected DLG sessions reveals that students discuss a range of topics related to social values, emotions or feelings and that they relate these topics to different domains in their daily life (classroom experiences, relationships with their family or peers, etc.). The results suggest that the interactive environment surrounding classic books that is created in DLG allows students to address themes that matter to them, thus providing the students with valuable opportunities to increase their social and emotional awareness.

Current international discourse foregrounds gender parity in education as a means of empowering women in societies with strong adherence to traditional gender norms, such as Pakistan. This discourse contends that women's access to higher education and subsequent employment enables them to identify and reject traditional cultural values and norms. However, some scholars criticise the gender parity approach as portraying a simplistic narrative that fails to recognise the social, cultural, and family contexts within which women are embedded. Drawing on an ecological approach, this article examines how education and empowerment are experienced by highly educated women in Pakistan with a particular focus on these contexts. Our findings demonstrate that education and employment are often experienced as disempowering due to their reinforcement of traditional gender roles and values. However, we also found that women move iteratively between acquiescing to traditional gender norms and pushing the boundaries of acceptable practice through this acquiescence. Our findings demonstrate that for the women in our study, empowerment was experienced through their ability to strike a delicate balance between compliance with traditional customs and the pursuit of opportunities that opened because of this compliance.

The emergence of millennials in strategic positions of academic organizations paved the way for a peculiar execution of leadership practices due to their work ethic and generational stereotypes. Scholars argue that one of the neo-charismatic modalities that they embrace is transformational leadership. By and large, the said leadership paradigm becomes a multifaceted phenomenon if viewed from the specific generational and professional lenses. There is a paucity of studies that discovers its translation on developing countries that imbue a communitarian schema of values. Through a Glaserian grounded theory, the qualitative inquiry purported to provide a model which would uncover the process of sensemaking of communitarian values to enrich the transformational leadership attributes of the millennial academic supervisors. Twenty (20) information-rich cases from various comprehensive universities in the Philippines participated in the inquiry. Interestingly, the study revealed four (4) distinct yet interwoven stages of: "Build up," "Engage in," "Lean on," and "Live through." The "BELL Model of Culturally Sensitive Transformational Leadership Attribute Enrichment among Millennial Academic Supervisors" can serve as a pragmatic framework that could assist the teacher-leaders hailing from communitarian societies with a scaffolding that resonates with their modern-day sensibilities and celebrates their indigeneity.

This article outlines a novel approach for career readiness which embeds a global engagement trip within a social entrepreneurship course. Utilizing an empathy driven approach, the instructional innovation exposes students to social impact and innovation in an entrepreneurial setting, provides an opportunity for rich engagements with social and micro-entrepreneurs, and facilitates connection with self and others. Reflexive assignments and dialogues are integrated throughout the instructional innovation allowing students to identify and reflect on their aspirations and intentions for creating societal impact in their career journeys. Participation in this experience has resulted in outcomes related to career goals, including new plans for building social impact into work and renewed social entrepreneurial intentions. Instructions, exercises, and evidence of their effectiveness are provided.

The present study examines how Singapore school leadership is influenced by different cultural values. It employed a systematic review of 72 studies on Singapore school leadership published 2000-2021. Results showed that collectivistic values engendered moral leadership responsibilities while power distance and other Asian values eventuated in the nuanced implementation of distributed leadership. Four values characterizing Singapore society also shaped school leadership. First, meritocratic principles informed how school leaders allocated educational resources and opportunities in schools. Second, future-oriented school leaders focused on preparing students for 21st-century work. Third, the emphasis on achieving systems-level coherence culminated in ecological leadership across the Singapore education system. Fourth, strategically pragmatic Singapore school leaders implemented various leadership models to address complex educational expectations and needs. The confluence of different cultural values resulted in school leaders adopting a meta-strategic leadership perspective in Singapore. The study contributes to scholarship by providing an up-to-date, comprehensive review of Singapore school leadership, encompassing different forms of leadership enacted by all levels of school leaders, that is influenced by different cultural values. It also shows that different values influencing school leadership are not necessarily congruent, thereby pointing the way forward for researchers to examine sources of tension within school leadership.

This paper explores the work of a particular document in issuing educational values. The document is the report "Embedding Values and Attitudes in Curriculum": "Shaping a Better Future", launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of document analysis and the concepts of modifying work and contexting, we show how the issue of values is modified and transformed through the text. We illustrate how different data is used in the transformation with examples from the Nordic countries. Our analysis revealed five modifications that transformed the issue of values from a global societal issue embedded in international and national regulations to an issue defined by the OECD's Learning Compass and its nine competencies. The report gives prominence to the individual learner and competencies needed to navigate towards a future of well-being. Hence, the issue of values is reduced to universal competencies, and the report can manoeuvrer its argument to avoid issuing values as something controversial. Finally, we argue that the ways in which values are issued implies a curriculum design that is not compatible with the traditional curriculum format based on "didaktik" and Nordic ambitions.

The Deleuze/Guattari text "Anti-Oedipus" burst onto the intellectual scene in 1972 as a radical new means to reconceptualise capitalism and its effects. At the heart of "Anti-Oedipus" and its analysis of capitalism is the concept of deterritorialization, and how it evacuates identities, culture, values, and, indeed, coherent thought itself, and it makes them susceptible to the equations and dynamics of capital flows. "Anti-Oedipus" presents the mechanisms with respect to how deterritorialization interacts with and to an extent liberates desire as "desiring-machines." This philosophy of education paper applies the workings of deterritorialization and desire from "Anti-Oedipus" to the dynamics of contemporary climate change education and the Anthropocene. As such, it posits this dynamic as being critical to present day approaches to the philosophy of education that wish to engage with capitalism and its effects, and at the same time positively enter the climate change debate. This paper suggests that understanding the matrix of deterritorialization, desire, climate change and learning, is perhaps the most important work that can be performed in the philosophy of education today and with respect to the future.