Search

Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good.

Learning is an integral part of being human. How people learn has long been discussed, revealed in many learning theories, investigated in numerous studies, and demonstrated in extensive practices. The goal of this article is to rethink how people learn from four fundamental perspectives, that is, learning by interaction with content (C), learning by interaction with other people (O), learning by interaction with self (S), and learning by interaction with tasks or practices (T), so-called COST model. This framework offers a high-level view of human learning and the role of technology in human learning. Moreover, it serves as a guide for effective design of learning experiences, learning environments, and learning approaches, where technology has become a crucial component.

As in other nations, higher education has many benefits for individual participants and for communities in the United States. But, the opportunity to attain higher education is unequal. To understand the forces that contribute to higher education attainment in the United States, this essay first provides a brief overview of the characteristics of the nation's higher education system. It then discusses the importance of academic preparation, financial resources, and information to college enrollment and success, as well as structural inequality in the availability of these resources. The essay then discusses how particular practices used by colleges and universities in the United States contribute to stratification in the transition from high school to college.

This study explores how inclusive leadership shapes innovative work behavior, focusing on the intermediary effects of emotional commitment and an inclusive climate in Turkish public schools. Drawing on data from 364 teachers in Kocaeli, the research utilized a range of scales to assess aspects like inclusive leadership, emotional commitment, inclusive climate, and innovative work behavior. The analysis was conducted using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show a positive impact of inclusive leadership on innovative work behavior. However, the impact is mediated through the presence of an inclusive climate and high levels of emotional commitment. The findings suggest that while inclusive leadership is necessary for fostering innovation, it is the combination of an emotionally supportive and inclusively diverse environment that truly enhances innovative behaviors among teachers. This comprehensive approach not only supports the innovative capacity of individuals but also contributes to a more dynamic and creative educational atmosphere. This study highlights the importance of adopting a holistic leadership strategy in educational institutions. It underscores the need for school administrators to not only practice inclusive leadership but also actively cultivate an environment that values diversity and fosters emotional commitment. By doing so, schools can become fertile grounds for innovation, benefiting educators and students alike. The research provides valuable insights into the mechanisms through which leadership can influence organizational behavior and offers a framework for fostering innovation in educational settings.

There is a strong need to increase the opportunities for and success of the next generation of beef cattle producers. South Dakota State University Extension provides a 2-year educational program called "beefSD;" the purpose is to provide producers with a holistic view of the beef industry, an appreciation for utilizing adaptive management to respond to challenges and opportunities, and skills to assess and manage factors that influence overall operation sustainability. The curriculum has four major components: (1) in person workshops, case studies, interactive webinars, and homework (2) out-of-state learning experiences, (3) ranch to rail program, and (4) networking and mentoring.

This article explores the shift towards place-based education, prompted by the COVID-19 pandemic, advocating for innovative, flexible teaching methods. Integrating local environments and communities into education fosters active citizenship and social engagement, particularly benefiting Indigenous communities. Reflecting on personal experiences, the article emphasizes the intersectionality of sustainability and place-based education, promoting meaningful educational experiences that empower students as agents of change. It dives into the benefits, challenges, and implications of incorporating culturally relevant pedagogy, advocating for inclusive, equitable, and sustainable education practices. Through this holistic approach, schools can nurture environmentally conscious citizens deeply rooted in their cultural heritage, driving societal change towards justice, equity, and respect. [Note: The issue number (1) shown on some pages of the PDF is incorrect. The correct issue number is 2.]

This article advocates for a transformative shift in physical education (PE) from Eurocentric paradigms towards a holistic approach. Drawing on Canadian perspectives prioritizing academic physical, mental, and social development, it underscores the necessity of embracing holistic PE to foster inclusivity, cultural relevance, and lifelong wellness. Through a comprehensive review of literature and research, the article explores the integration of holistic methods for PE by promoting student-centred practices and diverse activities, cultivating physical literacy while embracing self-esteem, resilience, and ecological awareness. This pedagogical approach aims to create a more inclusive and impactful learning environment, nurturing lifelong wellbeing for all students.

In this paper, we discuss the significance of re-humanizing education and educational research within an AI-dominated era. We also suggest that tactile learning, often overlooked in educational research and digital pedagogies, cultivates unique ways of multi-sensory knowing and encourages holistic understanding, complementing intellectual learning and enriching research processes. Using the metaphors and practices of weaving, knitting, and crocheting, we argue that tactile experiences, especially those involving fiber crafts, create a fabric of interconnections, fostering growth and intellectual expansion. Exploring the applicability of tactile learning in the educational landscape, we examine a number of scholarly works that demonstrate the benefits of integrating fiber craft activities in educational settings across various learning levels. We also delve into the role of researchers as makers and weavers, arguing that the tangible act of textile creation, namely tapestry-making and knitting, encourages reflexivity and allows for revisiting assumptions, refining and deepening meaning-making. We further emphasize the potential of tactile learning as a tool for fostering inclusivity in education and accessibility in the dissemination of research findings. Recognizing the need for academic work to be comprehensible beyond the confines of academia, we suggest the use of tactile representations, such as a woven tapestry, as non-traditional, creative ways to share research outcomes with a wider and more diversified audience. In essence, this paper underscores the potential of a combination of tactile learning and reflexivity in inspiring new insights and threading humanity back into education and educational research.

The purpose of this study was to pilot the DREAMS (Desire, Readiness, Empowerment, Action, and Mastery for Success) program, a community-collaborative, after-school intervention program designed specifically to address the holistic developmental needs of students at school. The author originally developed and implemented the program in Kerala, India, and later redesigned it for American school students. Combining the theories of Vygotsky and Erikson, the DREAMS model emphasizes the impact of the community on the development of children. This study evaluates the effects of a summer camp, the primary intervention of a three-year program, on the self-worth, self-esteem, and self-concept of 20 middle school students in Northeast Louisiana. After students attended the week-long program, the most significant improvements were observed in self-esteem and self-worth. Further longitudinal or comparative experimental research on the complete design would provide stronger evidence to draw more substantive conclusions.

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous frameworks and applies a holistic systems approach to understanding effective technology integration. This takes into account all aspects of technology integration including new findings uncovered during the COVID-19 lockdown. TPACK and SAMR were analyzed identifying their benefits and limitations and then the SETI framework was explained providing insight into the value of a whole systems approach to technology integration.

Productive tensions with traditional academic practices develop within a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to traditional graduate education practices by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and transdisciplinary conversations and collaborations. A 2021-22 survey of current and prior program participants in the graduate certificate program documents a variety of tensions that arise when the graduate certificate program is compared to students' main experiences with graduate school at Tulane. The analysis relies on theories and concepts of epistemic injustice, decolonizing methodologies, and community engagement, which enable the interpretation of results. We find that results point to the Tulane Mellon Graduate Program in Community-Engaged Scholarship's differences in approaches compared to traditional graduate educational experiences at Tulane, offering insights into more ethical and humane possibilities for graduate education generally, as well as insights into community-engaged graduate education. These insights would be useful to graduate program directors, graduate students, community engagement advocates inside and outside academia, and administrators interested in connecting their universities to local communities through ethically informed, graduate student-led scholarly collaborations.

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

Recognizing the contributions that school sport can make to the wellbeing of students, this paper proposes a "re-imagined" school sport framework. School Sport for All (SS4A) places students at the center of building a program where development and wellbeing are prioritized. The SS4A framework fully integrates and promotes key aspects from comprehensive school health, whole-child education, and long-term athlete development throughout all its features. As a whole, SS4A aims to ensure the benefits of sport can be experienced by all, within a school system where teaching and learning are prioritized in the classroom and in the school community.

This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process.

This study applies the Apriori algorithm to analyse patterns, syntactic structures, and thematic clusters in Chinese studies data from various genres. This study aims to identify recurring linguistic elements in order to shed light on the dynamic nature of the Chinese language across different contexts and time periods. The Apriori algorithm is used to identify frequent item sets and establish associations between linguistic constructs in large datasets (over 20 years). This study examines the complexity of the Chinese language by analysing co-occurrence patterns, syntactic tendencies, and thematic categorizations. This study examines the evolution of language, regional word choices, and cultural nuances. Thematic clusters and sensory associations establish the relationship between language and culture. The study of Chinese language patterns and cultural implications utilises data to advance computational linguistics and theory. Computational models prioritize cultural and historical context analysis for more comprehensive language processing. Theoretical implications help researchers understand language evolution and culture, while practical implications improve language technology tools. The conclusion provides support for research in computational linguistics, cultural studies, and linguistic theory-based holistic language analysis and application.

Student success is increasingly tied to equity-minded policies and practices that ameliorate postsecondary achievement gaps. Educational disruptions over the past few years continue to reshape the education landscape and have continued to illuminate racial and socioeconomic inequities at higher education institutions, deepening the digital divide and diminishing persistence rates. As calls for "success for all" echo across college and university campuses nationally, many institutions are focused on increasing student completion through improved onboarding, credentialling and degree pathways, and advising, all of which is grounded in student-focused teaching, learning, support, and assessment. Ensuring equitable student success becomes, therefore, a central focus of education at all levels, particularly in terms of uncovering ways to support students from racial and ethnic minority backgrounds and socioeconomically underserved populations. This endeavor is crucial if we are to address the needs of today's ever-evolving and increasingly diversified student populations. Transformation is best supported by starting with a universally understood student-centered mission that determines the creation of a student experience with equitable outcomes and educational value. How success is defined impacts policies and practices, and ultimately affects student outcomes. Student success can be defined as a "holistic phenomenon" that embraces the multiple dimensions of personal development in tandem with the multiple goals of higher education. Identifying the central principles or critical features of learning experiences that are most likely to embrace and implement a comprehensive definition of "equitable student success" can move higher education closer to realizing its intended outcomes.

The author, a consultant who has worked on projects in the education, training and professional regulation arena for more than three decades, reflects on factors that make for successful interventions and sustainable project outcomes. Seven key factors are identified: (1) intellectual credibility, both in a substantive and methodological sense; (2) a consistent and explicit ethical perspective; (3) developing a comprehensive rich picture of the practice context; (4) using a 'realisation' or 'co-creation' approach to ensure that the client community has ownership of the project; (5) the development of effective systems architecture; (6) being able to act as a constitutional arbiter to maintain consistency and constancy of purpose; and (7) treating the project as a research process, both internally to build in ongoing review and evolution and externally to provide critique and position it in relation to parallel developments in the field. The importance of methodological fluency is also emphasised to develop approaches that are contextually appropriate, while cautioning against the use of over-formalised methods and processes.

In this study, the design, implementation and evaluation processes of the 4MAT teaching model activity, which is designed in accordance with the holistic brain model for teaching the graphic representation of data at the 8th grade level and making the appropriate transformations between these representations, are presented in this study. The implementation of the event took place in two village secondary school in the central district of a province in the south of Turkey in the 2021-2022 academic year. The activity was applied to 42 eighth grade students in two separate classes. A student opinion form was created by the researcher to see how the activity was perceived by the students. Content analysis was carried out in the light of the data obtained from the applied student opinion form. At the end of the research, it was seen that the students stated positive statements about the activity such as realizing permanent learning, prompting thinking, finding original ideas, giving various examples, and providing fun and understandable. At the end of the research, students commented on the activity as providing permanent learning, encouraging thinking, allowing original ideas to be found, and providing fun and understandable learning by giving various examples.

This study addresses the moral and behavioral decline among Mauritian youths that followed introduction of the CPP Value-Based Differentiated model which integrates moral and spiritual values into teaching practices. Evaluation involving university and high school students, along with instructors, indicates the model's effectiveness in instilling proactive, mindful behaviors and reducing disciplinary incidents. However, challenges include the model's limited focus on certain values, notably life satisfaction, forgiveness and institutional resistance based on the current rigid, knowledge-centered education system. Instructors also face financial constraints and inadequate training in attempting to implement such pedagogical approaches. The study emphasizes the need for curriculum reforms to redefine student success to include character development alongside academic achievement. Addressing institutional barriers and providing support for educators is crucial to facilitate holistic student growth.

This paper presents three case studies of educators pioneering transdisciplinary project work within a UK College-Based Higher Education Institution, focusing on Education Studies, Counselling, and Fine Art. Through the CollaborArt Blackburn initiative, educators facilitated gallery visits, encounter spaces, and collaborative creation opportunities for students across these disciplines. These case studies highlight the educators' roles in fostering a transdisciplinary approach that transcends traditional disciplinary boundaries, emphasising experiential learning and collaborative engagement. The narratives illustrate the transformative impact of integrating diverse perspectives and methodologies, enriching both educators' and students' understanding and practice. The paper argues for the intrinsic value of educators' insights and expertise in initiating and sustaining transdisciplinary projects, encouraging peers to embrace innovative approaches in their pedagogical practices. This work contributes to the discourse on transdisciplinary education, advocating for its potential to create dynamic, inclusive, and holistic learning environments.

This research aims to analyze the results of studies conducted in Turkey on reasoning skills in mathematics teaching and to reveal what kind of trend there is in this field. Within the scope of this study, databases were searched with the keywords "reasoning"(muhakeme, akil yürütme) and "reasoning skill" (Muhakeme becerisi, akil yürütme becerisi), and the results were examined in accordance with the inclusion criteria regarding mathematics teaching. One hundred sixty-three studies were included. Each of the studies included in the meta-synthesis study was analyzed descriptively according to type, year, method, sample type and size, data collection tools, statistical analysis, learning field, keywords, reasoning type and purpose. In addition, the studies' results were content analyzed and tabulated by coding the differences and similarities between them with a holistic approach. It has been determined that studies on the learning fields in the mathematics curriculum are mostly carried out in the field of learning numbers and operations in the secondary school mathematics curriculum. When evaluated in terms of reasoning types, almost half of the studies were conducted on mathematical reasoning. It has been observed that after mathematical reasoning, the most focus is on proportional reasoning. When the aims of the studies included in the research were examined, it was determined that the most focused ones were "examining the factors affecting reasoning skills", "measurement of reasoning skills" and "the effect of teaching practices on reasoning skills". In the studies examined, it was seen that there were 33 teaching practices whose effects on reasoning skills were examined.

Systems thinking (ST) is an essential skill for understanding complex issues, making predictions and informed decisions. This research explores how students applied ST in complex health contexts using the 'One Health' (OH) approach. OH highlights the interdependence relationship between animal, human and ecosystemic health (including plants). Eighteen upper secondary school students were involved in activities that aimed to foster their capacity to apply ST to explain the causes of the COVID-19 pandemic, to anticipate future pandemics and to propose actions for preventing them. Individual written tasks were examined using content analysis methods. Four dimensions of ST were considered, and levels were established based on the literature and in interaction with data. Most participants articulated various aspects of ST in their responses, but they did not do so consistently. Students had difficulties both in anticipating future pandemics and in proposing actions to prevent them. After the completion of the activities, most students showed an improved understanding of the OH notion. They identified the components, relationships and provided examples of causal interrelationships, such as those involved in zoonotic diseases. The findings point to the potential of the OH approach in Biology education, as it promotes students' understanding of complex health issues from a systemic view.

This study examines the interplay between academic anxiety, emotional intelligence management, and academic resilience in Chinese international postgraduate students in Thailand. Using a correlational design and a sample of 353 valid participants, the study employed the Weighted Emotional Intelligence Scale (WEIS), Academic Anxiety Scale (AAS), and Academic Resilience Scale-30 (ARS). Contrary to expectations, the analysis revealed no significant differences in academic anxiety, emotional intelligence management, or academic resilience across demographic cohorts (gender, academic major, and occupation). Weak and non-significant correlations were also observed between academic anxiety, emotional intelligence management, and academic resilience. These findings challenge assumptions about demographic influences on these constructs and suggest a broader challenge for international students. Despite the prevalence of academic anxiety and deficiencies in emotional intelligence management and resilience, these constructs were not influenced by demographic factors. The study highlights the importance of holistic educational approaches that prioritize cultural and contextual factors and underscores the need for further research to unravel the complex dynamics of academic anxiety, emotional intelligence, and resilience.

The essay explores the role of Learning Stories in early childhood education and the connection to the United Nations Convention of the Rights of the Child (1989). The paper highlights the use of Learning Stories in a teacher preparation program and student perspectives on the value of narrative assessment in their work with children, their mentors, and families.

Purpose: Inspired by Kuan-Hsing Chen's "Asia as method," this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Design/Approach/Methods: Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings: Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing "fairness." Originality/Value: This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.

Trauma, including abandonment, neglect, poverty, or abuse, affects students. Because of this, a classroom community is vulnerable to the sheer unpredictability of behaviors. Students who have experienced trauma need support in order to create a classroom community where they can thrive and learn. This study examines a Whole-Child Approach purposely used in a sixth-grade classroom. A whole-child observation checklist was used to provide pre- and post- data in four areas: Relationship Building; Restorative Practices; Behavioral Recognition, Reminders, and Redirects; and Social-Emotional Skill Building. A teacher journal and mindfulness lessons were also used to triangulate data. This study shows that building a thriving classroom community where students learn can happen with students who have experienced trauma.

COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p < 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p > 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.

The COVID-19 pandemic dramatically changed the practice of community-engaged scholarship and challenged internal and external boundary spanners to maintain and grow authentic and meaningful relationships. Female-identifying scholars and practitioners faced, and continue to face, extra personal and professional demands in the postpandemic era (Purcell et al., 2022). In this reflective essay, four female community-engaged scholar-practitioners reflect on the importance and value of cocreating a weekly, virtual coworking space to support professional and personal resilience. Over 4 years, this coworking space shifted in focus from solely a cowriting accountability time during the COVID-19 virtual work era to more of a "relational pause" (Barton et al., 2022) focused on encouraging, caring for, and uplifting one another. We offer readers practical ideas to organize and lead their own virtual coworking spaces or, for institutional leadership roles, strategies to support others in developing communities of care that sustain boundary spanners.

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

This article explores how TCTELA's 2024 Teachers of the Year forged the future through their literacy teaching at the elementary, middle school, high school, and college levels. Each essay captures how they understand their work as literacy educators and intentionally educate their students toward a brighter future amid trying local contexts. The first essay details how an elementary teacher threads the needle of maintaining high expectations that surpass academic success in the classroom to include holistic development as people and citizens in their future communities. The second essay describes how a middle-school reading community is crafted around a focus on representation and diverse texts. The third essay examines the use of the workshop model and the incorporation of choice and how those practices foster autonomous, innovative, and emboldened citizens. The final essay explores the power and hope of cariño for preservice and in-service teachers. Often translated as "care," the Spanish word "cariño" refers to a rich wisdom and practices of Latina teachers to care for and teach their students who live in between cultures, languages, and identities. Each essay aims not only to outline steps each teacher takes to pursue excellence in their teaching but also to offer a humanizing look into the heart it takes to teach day in and day out.

This article describes the author's experience as a specialist working at a nature-based sleepaway camp for children and their families in Antalya Geyikbayiri. The camp was organized by a psychotherapist and three expert instructors to enhance the connections between parents and children, other children and parents present, and with the natural world, enabling everyone to gain different perspectives. The workshops are diverse and include activities such as nature discovery walks, awareness activities in nature, music sessions, philosophy workshops, movement exercises, circus arts, creative arts, storytelling, and rock climbing. With the support of natural settings throughout the different philosophy workshops, the participants gain insights into their perspectives on specific subjects, recognize beliefs accepted without much contemplation, understand their thought patterns, identify contradictions, and explore the possibilities of thinking differently. Their opinions may evolve, becoming clearer, more uncertain, or even changing altogether through interacting with other participants, the examples and counterexamples they provide, and the questions posed by the instructors and participants.

The rapid advancement of artificial intelligence technologies, exemplified by systems including Open AI's ChatGPT, Microsoft's Bing AI, and Google's Bard (now Gemini 1.5Pro), present both challenges and opportunities for the academic world. Higher education institutions are at the forefront of preparing students for this evolving landscape. This paper examines the current state of AI education in universities, highlighting current obstacles and proposing avenues of exploration for researchers. This paper recommends a holistic approach to AI integration across disciplines, fostering industry collaborations and emphasizing the ethical and social implications of AI. Higher education institutions are positioned to shape an educational environment attuned to the twenty-first century, preparing students to be informed and ethical contributors in the AI-driven world.

This research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.

How are Americans' perceptions of their economic lives related to their perceptions of their agency (internal efficacy) and institutional responsiveness (external efficacy) in the political realm? We use the American Voices Project data to listen to such perceptions using in-depth, holistic analysis of a subsample of cases. We find that individuals' understandings of their place in the economy resemble the sense of efficacy they express with respect to politics, with those with extreme economic insecurity talking about politics as a world removed from their own. These views are a stark indicator of the compounding effects of economic and political disaffection.

Engaged learning seeks to cultivate integrative approaches that require students to use multiple points of view or approaches in their coursework. Similarly, civically engaged courses ask students to consider public problems that involve multiple stakeholders, institutions, and policies. We are interested in whether courses designed to meet civic engagement goals might also improve student self-assessment of integrative learning at our institution and could serve as a developmental step toward more holistic strategies. To test our hypothesis that student participation in civic engagement would improve student self-assessment of integrative learning, we compared summative student survey scores from students enrolled in similar courses with and without a civic engagement component (n = 275). Boxplot and statistical analysis (unpaired two-sample Wilcoxon test) were used to determine if civic engagement pedagogy made any meaningful impact on integrative learning. Our results show strong overall improvement in survey scores after civic engagement courses.

This research aimed to: a) synthesize the Science, Technology, and Society Phenomenon-based Learning Model (STS-PhBL) for teaching Geoharzard to students; and b) compare students' problem-solving skills prior to and after the STS-PhBL lessons on the Geoharzard topic. The sample consisted of 39 Grade 12 students enrolled in the first semester of the 2021 academic year at one secondary school in Surin Province, Thailand. The data collection methods included the panel of experts' evaluation of STS-PhBL lesson plans and the Problem-Solving Skills Test. The Index of Item-Objective-Congruence (IOC) of STS-PhBL lesson plans on Geoharzard was calculated. Also, the students' problem-solving skills prior to and after the STS-PhBL lessons in the Geoharzard topic were analyzed by using the paired-samples t-test. The researchers synthesized a new STS-PhBL model from the intensive literature review, consisting of seven teaching steps: a) stimulate the phenomenon; b) identify problems in the phenomenon; c) explore the answer to the targeted problem; d) construct new knowledge; e) reflect on learning; f) exchange and share learning; and g) apply knowledge. The STS-PhBL lesson plans on Geoharzard met the IOC requirements. After learning STS-PhBL lessons, the students significantly improved their problemsolving skills at the 0.05 statistically significant level.

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.

Innovative teaching approaches are changing traditional approaches by using a variety of teaching and learning methods to allow learners to succeed. This paper describes a new instructional model for healthcare education based on the science of learning, educational theories, and best practices in lesson design. The Visualize Whole-Self (VW) Model was designed to provide a learning structure for faculty as they guide the instruction of students in health professions. From the beginning of the program, students visualize themselves as professionals while working with faculty to learn content. The Visualize Whole-Self Model requires students to continually assess their strengths and weaknesses to achieve the course expectations and objectives. The VW Model allows faculty to plan lessons for students using the four quadrants of "Prepare Some, Practice Some, See Some," and "Prove Some." The quadrants within the model are flexible to ensure lesson designs are focused on the specific objectives or skills to be mastered. This structured approach to learning places the demonstration of mastery on the students and the development of background understanding, practice activities, and ongoing coaching on the faculty. Initially designed for occupational therapy (OT) education, the VW Model can be used by faculty in any healthcare profession that focuses on both cognitive and psychomotor knowledge and skill development. Anecdotal evidence suggests that the model is effective and further qualitative and quantitative studies are needed.

The anthropological theory of didactics (ATD) provides a lens to view mathematics education by placing mathematical practices within socio-cultural and historical contexts. The significance of institutions, in what regards with educational establishments, societal structures, cultural norms, and historical contexts, influences the perception and practice of mathematics in both students and teachers. This perspective is relevant for understanding the complexities of teaching multivariate calculus. Traditional approaches to this subject have been lecture-based, but with the evolution of educational paradigms, active pedagogies have emerged as vital. These include among others inquiry-based learning, collaborative learning, the flipped classroom approach, technology-enhanced active learning, and project-based learning. The challenges students face in multivariate calculus range from conceptual complexities to visualization challenges and over-reliance on memorization. In this work, we propose a holistic approach for defining class activities in multivariate calculus with emphasis in integrating visualization techniques, real-world applications, collaborative activities, and feedback mechanisms. Accordingly, four class activities, grounded in the principles of ATD and tailored to address challenges in multivariate calculus, are proposed. These activities aim to foster significant understanding, relevance, and engagement in students.

During my 20-year career as a specialist language and literacy educator, I have found that inclusive and experiential classroom pedagogies stimulate and engage learners of all ages and demographics. What is more, these same methods can be effectively implemented to support individuals with diverse learning needs. This article discusses the 8 Ways of Aboriginal Learning (NSW Department of Education, n.d.) as a pedagogical approach for engaging and supporting learners with diverse needs and, using a case study example, demonstrates how the holistic integration of different strategies enhances learning opportunities for all students. Whether you see yourself as an educator, teacher, trainer, mentor or supervisor, and regardless of whether you 'teach' in a standard classroom, workplace settings (e.g. office building, health clinic), or a community-based learning centre, the ideas and approaches presented in this paper will help you construct learning opportunities that will support student success and make lesson planning and preparation more effective and time-efficient.

The academic study of harsh vocals has been gaining traction of late, as the physiology (Eckers et al., 2009), creative attributes (Di Lorenzo & Trantino, 2016) and socio-political ramifications (Heesch, 2019) of usage have been covered in some depth by existing literature. However, formalised pedagogical study around the technique is somewhat lacking, as each vocalist has a unique path to the style and it is highly unlikely to be the result of formal training. In Australia this situation is exacerbated by the relative isolation of the individuals learning due to its small population, large geographic size and relative lack of popularity of heavy metal. This research involved interviewing five active harsh vocalists about their journey to learning and revealed that individuals were unlikely to engage in formal training and were more likely to experiment, seek access to information online and engage with strategies from other vocal styles in order to develop their own sound.

Against the background of expanding parental choices and declining global birth rates, schools are experiencing rising competition regarding student enrolment. Schools have responded by strategically presenting information about their students' academic achievement and whole-person development orientation in the hope of attracting parents' interest. However, few studies have investigated the impact of these factors on student enrollment, particularly in the context of diverse school types and educational orientations. Accordingly, this study utilized data from 327 secondary schools in Hong Kong to examine the effects of academic achievement orientation and whole-person development orientation on student intake. Using hierarchical regression analysis, we found a positive association between high whole-person development orientation and student intake in aided schools with a strong academic development orientation. The result implies parents are increasingly concerned about their children's academic achievement and whole-person development at school. The study contributes to a broader understanding of the factors influencing parental choice in high-performing education systems, providing valuable insights for policymakers and educators seeking to improve educational offerings, enhance school transparency, and be better aligned with parental expectations.

The rapid evolution of AI technologies has reshaped our daily lives. As AI systems become increasingly prevalent, AI literacy, the ability to comprehend and engage with these technologies, becomes paramount in modern society. However, existing research has yet to establish a comprehensive framework for AI literacy. This study aims to fill this gap by developing a holistic AI literacy scale. Three levels of dimensions are considered: individual, interactive, and sociocultural. The scale includes cognitive, behavioral, and normative competencies. After rigorous reliability and validity assessments, the final AI literacy scale comprises six dimensions: AI features, AI processing, algorithm influences, user efficacy, ethical consideration, and threat appraisal. Detailed scale development, validation, and dimension-specific items are thoroughly explained. This comprehensive scale equips individuals with the competencies needed to navigate and critically engage with AI in today's multifaceted AI landscape.