Educ. Sci., Volume 13, Issue 10 (October 2023) – 100 articles

Teacher questions asked during picture-book reading may stimulate the child’s practice of new vocabulary. However, there is great variation in children’s amount of verbal expression, and little knowledge exists about what level of openness in the questions elicits a response. We use video observation and pilot a set of digital picture-book dialog materials that are under development. The analysis included 234 questions asked during picture-book reading in the Norwegian language between three quiet multilingual children and their kindergarten teachers. The analysis was partly qualitative evaluating the types of questions and subsequent responses and partly quantitative in summarizing the occurrence of the types of questions and responses. The results show that between 75% and 97% of the half-open questions, between 60% and 80% of the closed questions, and between 14% and 60% of the open-ended questions elicited a response from the children. Overall, the results indicated that the frequency of responses varied both within and between question types. The fact that open-ended questions generated a limited number of responses among multilingual children may challenge the use of such questions as the gold standard in adult–child dialogs, regardless of child factors and context. Full article

Inclusive education acknowledges and values the capabilities and needs of every student. Exploring their perceptions of psychosocial variables and academic performance can significantly enhance inclusive practices and improve overall school performance, particularly for students with special educational needs (SEN). This study aimed to assess mental health, subjective well-being, and academic performance among students in the school inclusion program (SIP) and those not in the program. Conducted as an analytical cross-sectional study, this research endeavor entailed the utilization of a probabilistic, stratified sampling approach designed to ensure community representativeness. The study sample encompassed a cohort of 730 school students aged between 10 and 15 years (M = 12; SD = 1.3 years) representing five different public schools in the Biobío region, all integrating SIPs into their educational structure. Student assessments involved the Rosenberg Self-Esteem Scale, Beck Anxiety Inventory, and Subjective Happiness Scale. Additionally, their academic performance was measured based on grade point averages (GPAs) and final accumulated grades in language and literature as well as mathematics. Students enrolled in the SIP obtained lower scores in the self-esteem, anxiety, and happiness assessments along with poorer academic performance compared to their non-SIP counterparts. Consequently, students participating in the SIP displayed lower levels of mental health and subjective well-being along with inferior academic performance in contrast to their non-participating counterparts. These findings are alarming, as SIP implementation is a key strategy for promoting inclusive education in Chile and enhancing the learning of all students, especially those with SEN. Full article

In recent years, the impact of learning analytics has been investigated and explored in higher education contexts. This article aims to show how their application in online educational contexts is providing great support for teaching performance, especially in relation to the methodology applied, the monitoring of students’ interactions and participation, and the evaluation of activities, and how it can favor improvements in student performance and satisfaction. We therefore present the results obtained from use of the DIANA (DIAlog ANAlysis) tool designed for the research project “Use of learning analytics in digital environments: impact on the improvement of university teaching practice” (LAxDigTeach-21085GE). This study followed a mixed methodology (qualitative and quantitative) to better complement the data provided by learning analytics, given that the numerical data must be meaningful in the specific context in which they are collected. The results obtained are in line with previous research and show that the use of learning analytics have helped to improve teaching performance in relation to monitoring student interactions, participation, and evaluation, but are limited in terms of improving their performance and satisfaction. No generalized conclusions can be drawn as yet in light of the fact that the research project of which this study is a part has recently completed the pilot stage and we have only analyzed the information obtained in one of the participating subjects. Full article

Computational literacy (CL) has become indispensable for teachers and learners as part of 21st-century skills. Therefore, corresponding models for teacher education are being further developed internationally from a scientific perspective. In parallel, content and competencies are being enhanced in the respective subjects at the curricular level of teacher training. In this context, we consider it important to examine the current status of this development. Since, to our knowledge, there are no comparable scientific studies, we have taken Germany as a representative example of the international education system and systematically analyzed the module handbooks of the physics teacher training courses at methodically selected universities. For this analysis, we used three research questions focusing on CL: In which physics content does CL play a role? Which computer science competencies or knowledge can be identified or derived? Are they described implicitly or explicitly? Our results suggest that CL is integrated very differently in terms of quantity and depth of content among the universities we examined. For example, there is often a very strong focus on computer-based data acquisition, but few programs also have specialized courses addressing CL more explicitly or integrate additional computer science competencies. CL is primarily taught in laboratory courses and frequently in subject-didactic courses. Nevertheless, the depictions presented in the purely subject-oriented and basic lectures lack specific computational literacy skills or knowledge. Furthermore, the fact that many programs only offer implicit descriptions of CL skills indicates that the integration of these skills has not progressed very far in practice. Full article

Before the COVID-19 pandemic, providing high-quality practice learning experiences for preservice teachers was already taxing due to the heavy reliance on school practicum, which is often besieged with challenges. Given these challenges, there is a growing urgency to explore alternative avenues for offering practice learning experiences to preservice teachers in addition to school practicum. With this backdrop, a qualitative study was conducted, employing observation and interviews as data collection methods to explore the potential of mixed-reality simulation (MRS) to strengthen the practice learning experiences of preservice teachers. The core teaching practice of questioning was chosen to explore the affordances of MRS for improving preservice teachers’ understanding of and proficiency in utilizing questioning. This study found that MRS provides a low-risk learning environment that preservice teachers perceive as authentic. For these reasons, this environment is conducive to improvement, and it enables deliberate practice, which is vital for nurturing metacognition and adaptive expertise. The findings also highlight the importance of coaching for maximizing MRS advantages. The absence of coaching will most likely limit the affordances of MRS as an approximation of teaching practice. While our findings are promising, the resource-intensive nature of MRS implementation means that scalability requires further investigation. Full article

Mathematical manipulatives and the concrete–representational–abstract (CRA) instructional approach are common in elementary classrooms, but their use declines significantly by high school. This paper describes a mixed methods study focused on knowledge retention and perceptions of students in a high school Algebra I inclusion class after a lesson on square roots using a novel algebra manipulative. Twenty-five students in a high school Algebra I inclusion class engaged in an interactive lesson on square roots paired with the manipulative to support their conceptual understanding. Participants completed a pretest, a post-treatment questionnaire, and a delayed post-test. The two-sample t test showed a significant difference in students’ pretest–post-test scores. However, conventional content analysis of the questionnaires showed that most students did not believe the CRA instructional approach supported their learning. Implications include increased use of manipulatives to teach abstract algebraic topics to support students’ conceptual understanding and destigmatizing the use of manipulatives in secondary mathematics classrooms. Full article

Background: Schools are the front lines of children’s physical activity. Students who participate in daily physical activity (DPA) within their classrooms show improved physical strength, physical fitness, academic success, and mental well-being. However, teachers face many barriers to DPA implementation. The current study evaluated whether providing a DPA toolkit that offers greater access to DPA resources and requires minimal training for teachers to implement could improve DPA implementation. Methods: A total of 343 teachers from Ontario, Canada, completed a pre-survey assessing DPA practices and were given access to a DPA toolkit containing easily accessible and usable DPA resources to implement between January and March 2023. A total of 142 participants completed the post-survey to assess for changes in DPA practice. Several repeated measures of ANOVA were conducted with a three-level factor of grade level (1–3, 4–6, and 7–8) and within the subject factor of time (pre- to post-survey) on key outcome variables. Results: Findings revealed that the DPA toolkit improved DPA fidelity (p = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (p < 0.001, η2p = 0.285) and enjoyment in implementing DPA (p < 0.001, η2p = 0.177). Many improvements were most prominent among teachers teaching grades 1–3 and 4–6. Conclusions: By providing teachers with adequate DPA resources that minimize teacher training, there can be significant improvements in DPA implementation with notable cognitive and psycho-emotional benefits for both teachers and students. Full article

After providing a brief summary of what has already been said about pedagogical imagination, data are presented showing how prospective mathematics teachers can become engaged in such imaginations. With reference to this data, the notion of pedagogical imagination is explored further by relating it to dialogue, social justice, mathematics, hope, and sociological imagination. To illustrate these relationships, different episodes from the data are highlighted. Finally, the central role that pedagogical imagination can play in mathematics teacher education is discussed. Full article

Although surrounded by theoretical confusion and methodological ambiguity, distributed leadership has been acclaimed as beneficial for teacher performance and student achievement. We set out to explore organizational identification and empowerment as two mechanisms that explain the positive and negative association between distributed leadership and teacher work-related outcomes. We build on social identity, social interdependence and cognitive schema theories to argue that teachers’ cognitive dysfunctional schema of distrust and dependence moderate the association between distributed leadership on the one hand and organizational identification and empowerment on the other hand. We used multilevel mediation analyses to test our hypotheses in a sample of 3528 teachers, nested in 329 Romanian schools and our overall results reveal a negative association between distributed leadership and empowerment as well as organizational identification. Distrust cognitive schema accentuate the negative association between distributed leadership and empowerment, while dependence schema accentuate the negative association between distributed leadership and organizational identification. Finally, organizational identification mediates the association between distributed leadership and teachers’ work self-efficacy as well as satisfaction, while empowerment only mediates the association between distributed leadership and work satisfaction. Full article

Assessments used for summative purposes of patient-facing clinical competency in specialist internal medicine training are high-stakes, both to doctors in training, as it is a prerequisite for qualification, as well as their community of prospective patients. A rapid review of the literature evaluated methods of assessments used for summative purposes of patient-facing clinical competency during specialist internal medicine training in Australia. Four online databases identified literature published since the year 2000 that reported on summative assessment in specialist medical training. Two reviewers screened and selected eligible studies and extracted data, with a focus on evidence of support for the criteria for good assessment as set out in the 2010 Ottawa Consensus framework for good assessment. Ten eligible studies were included. Four studied the mini-clinical evaluation exercise (mini-CEX), two the Royal Australasian College of Physicians short case exam, three a variety of Entrustable Professional Activities (EPAs) or summative entrustment and progression review processes, and one a novel clinical observation tool. The mini-CEX assessment demonstrated the most evidence in support of the Ottawa criteria. There was a paucity of published evidence regarding the best form of summative assessment of patient-facing clinical competency in specialist internal medicine training. Full article

ChatGPT has aroused the users’ interest and provoked educators, researchers, and educational institutions about its role in education. Its proper integration into education can support teaching and learning activities and highlight the benefits of digital technologies. ChatGPT can be an intelligent learning assistant for learners and educators, supporting personalized and adaptive learning. At the same time, ChatGPT can be used unfairly and unethically, which causes severe concerns among educators, educational institutions, and society. Educators’ attitudes regarding their application, expectations, and concerns are very important in the emergence and introduction of new technological tools in education. The current paper aims to explore the opinion of university professors at a Bulgarian university regarding the possibilities and challenges of ChatGPT in carrying out teaching activities. The findings of the conducted survey show that university professors from Trakia University in Bulgaria have an overall positive attitude regarding the implementation of ChatGPT in their teaching practice (41.4%). They perceive ChatGPT as a means to support time-consuming teaching activities (60.9%), provoke interest, activate and engage learners (59.8%), and stimulate their critical thinking and creativity (47.1%). In parallel, the university professors are concerned about possible risks of its unethical use that threaten the validity and fairness of assessment practices. The most severe problem for them is the danger that learners will completely trust ChatGPT without checking the authenticity of the generated texts (73.6%), which can negatively affect the acquisition of knowledge and skills. Full article

In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective PLCs. Mainly proposed by Western scholars, existing PLC frameworks explicitly or implicitly assume that PLCs should be initiated and led by teachers themselves, following a bottom-up approach. The goal of this conceptual overview paper is to challenge certain taken-for-granted core principles of Western PLC frameworks by analyzing the current approach to PLCs adopted by preschools in mainland China, which follow a top-down leadership and management approach. We review multiple research streams, including policy frameworks and regulations, as well as the most relevant conceptual, theoretical, and empirical studies published in recent years. After reviewing China’s core socio-cultural traditional values, we describe the recent policies that have mandated the establishment and implementation of PLCs in Chinese preschools. We then review several recent studies that demonstrate that, despite profound differences to Western frameworks, PLCs in Chinese preschools are effective in benefitting teachers and highly regarded by the relevant stakeholders. The literature shows that Chinese preschools enact culturally situated versions of PLCs, characterized by some standard PLC principles (e.g., shared vision, collaboration, and collective responsibility) alongside features that resonate with Confucian values (e.g., strong hierarchical structure, guidance of external experts, internal leadership support, and greater emphasis on ecological support rather than personal agency and autonomy). We conclude that Chinese preschools merit international attention, as their approach to leadership and management allow us to reconsider certain core principles of Western PLC frameworks. Future directions for PLC policy and practice are suggested. Full article

In this paper, I turn to Adam Phillips’ recent discussion of the vexed nature of cure in psychoanalysis to consider the structural differences between mental and physical health. I examine how psychoanalytic thinking raises questions for naturalistic ways of thinking about mental health and for broader crisis narratives that are becoming prevalent in Western modernity. In the latter half of this paper, I draw a comparison between thinking about matters of health and ways of thinking in the philosophy of education. I suggest that the lure of cure can be detected in statements of universalist aims and ends for education (which themselves have come to invoke conceptions of wellbeing and mental health in modern times). I also explore Phillps’ account of psychoanalysis as ‘something better than a cure’ and consider its implications for future thinking in the philosophy of education. Full article

This study, framed by the GRPI (Goal, Role, Process, and Interaction) teamwork model, explores team dynamics among nursing students in performing group assignments, utilizing a qualitative research design. Twenty-three nursing students from Year 1 to Year 4 at a nursing school in Macau were invited. Semi-structured personal interviews were carried out. In addition, three teachers who were involved in instructing and assessing group assignments of nursing students were also interviewed. Data were analyzed using inductive and deductive approaches. The study found that although the barriers to accomplishing effective teamwork were embedded into the four dimensions of the DRPI model, they were interplayed. Communication was fundamental for teamwork, thus leading to a modified DRPI model. Teammates did not equally share the workload. Despite interpersonal conflicts among teammates, nursing students managed to stay in superficial harmony with their peers. They became more familiar with teamwork while advancing into their senior years but with decreased group communications. This study highlights various factors preventing students from transferring individualism to team players. Teaming is not an equal learning opportunity for teammates. Culturally upheld value of harmony prevails in the interpersonal relationships of the team members, which may compromise the teamwork spirit cultivation expectations from the teachers. Full article

This article presents the preliminary findings of an ethnographic study about the presence and experiences of students of Latin American origin in Spanish universities. Our aim is to better understand the self-identification and ethnoracial formation processes observed in university-level students. We first reviewed the statistics on students with non-Spanish nationalities enrolled in public Spanish universities. We then analyze how the self-identification processes of Latin American, Latino, and Afro-Latin American students take place in public Spanish universities. We use an ethnographic approach that includes in-depth interviews and participant observation over a period of 9 months. We identified relevant identity markers such as accents and linguistic expressions, cultural practices, and color, as well as the coping and resistance strategies that these students developed to navigate these spaces when facing discrimination, racism, and othering. Full article

Self-regulation plays a crucial role in the overall well-being of students, including those with learning disabilities (LD) and social, emotional, and behavioral disorders (SEBD). Conceptually, digital learning offers great potential for supporting students with special educational needs (SEN) in learning and social-emotional development at inclusive schools and can effectively promote self-regulation processes. This systematic review aims to shed light on the potential of digital learning to promote the self-regulation of students with SEN in inclusive contexts. A systematic literature search was conducted on selected databases. Seven studies met the inclusion criteria and were analyzed regarding the empirical evidence, characteristics of digital learning methods, and factors influencing their effectiveness. The results showed that digital learning methods can foster improvements in academic outcomes, e.g., students’ persuasive writing skills, and in enhancing emotion regulation in students. The effectiveness of the digital learning methods depends mostly on their implementation by teachers. Full article

The language used by teachers, school staff, and parents to talk about autistic students can send either positive or negative messages to other school staff, parents, and all students—with or without autism—about autistic students. Ultimately, these messages also extend to autistic people. Using qualitative focus group methods, we talked to parents, teachers, administrators, and other school staff to better understand how people speak about the inclusion of autistic students in general education classrooms in public schools. Overall, we found that many of our participants thought (1) autistic students need to earn their way into general education classrooms, unlike their peers without disabilities, (2) segregating students with disabilities away from their peers without disabilities is acceptable, and sometimes preferable, in school settings, and (3) there is power in inclusive education opportunities for students with and without disabilities in school settings. The findings from this study suggest that inclusive opportunities for autistic students were largely driven by stakeholder mindsets. These results should encourage school staff to think about and reflect on how they talk about autistic students in inclusive settings with the ultimate goal of creating more welcoming inclusive environments for autistic students. Full article

The capstone experience in engineering curriculums is a critical component focused on the unification of several years of student learning, but its unique nature can present challenges to engineering departments in faculty assignment and ensuring consistent, high-quality instruction. During a seven-year period, five instructional modalities, defining the interaction between students and faculty, were explored in capstone courses in the University of Maine Mechanical Engineering Department. By sharing the lessons learned from this case study, other engineering departments can make more informed decisions about how to operate capstone courses. We present the benefits and challenges of each modality and evaluate them for scalability, student satisfaction, project diversity, cost, and instructor workload. Annual data were collected on student, instructor, and project counts. Data from student evaluations and department budgets were used to evaluate student satisfaction and costs, respectively. Insights from the three authors, who were the primary capstone instructors during this study, are shared as part of the evaluations and lessons learned. Key results are that cost, student satisfaction, and project diversity did not depend strongly on the teaching modality. However, scalability and instructor workload were highly dependent on the teaching modality. The University of Maine Mechanical Engineering Department sees the most promise in a modality with multiple lead instructors who each oversee a portion of the teams, which provides scalability to add or remove instructors, and the ability for high-quality instruction through close coordination of a small instructor group. Full article

Cooperative learning is more effective in a well-managed classroom with diverse ethnic, linguistic, and religious backgrounds. To that end, this study examined the state of applications of cooperative learning and student diversity in polytechnic colleges in southwest Ethiopia. A qualitative research methodology, specifically grounded theory design was employed to achieve the research purpose. The empirical data was gathered from 20 educational officials through in-depth interviews at sample polytechnic colleges. Student diversity found to have a significant influence on how cooperative learning is implemented. It has also been found that the perception of department heads towards diversity has a significant influence on the application of cooperative learning. The study’s findings also showed that managing diversity among students and interacting with peers within groups and from other groups has a positive influence on cooperative learning. In conclusion, the application of cooperative learning is affected by perceptional and structural factors of student diversity. Thus, this research recommends further study to be conducted on the relationship between diversity management and cooperative learning. Full article

Teacher education programmes are developed around the theoretical and practical understanding of child development, learning, assessment, behaviour management and motivation, which are areas of expertise in educational psychology. This paper aims to (a) critically investigate the contribution of educational psychology in the training of preservice teachers at South African universities and (b) understand the distribution of educational psychologists in public schools to support teaching and learning. A narrative literature review and email requests for unpublished documents from four educational psychologists were used as methods to collect literature in order to answer the following questions: What contribution does educational psychology make to training preservice teachers at public universities in South Africa? What contributions do educational psychologists make to support learners in South African public schools? Analysis was carried out by identifying recurring patterns in the literature reviewed. This study found that of the 26 public universities in South Africa, there are only 6 universities that offer educational psychology programmes. Educational psychology programmes in higher education institutions are in decline, leading to a decrease in the number of qualified educational psychologists. This decline negatively affects the involvement of educational psychologists in training preservice teachers in educational psychology modules or courses. Therefore, the inclusion of educational psychology as a core or fundamental module in the curriculum of preservice teachers to avoid dependence on the decreasing number of educational psychologists in higher education institutions is key. An increase in teacher training programmes in higher education should be merged with an equal increase in educational psychology core or fundamental courses in the curriculum of preservice teachers. Full article

The health and well-being of university students is a priority agenda, given the need to advance health in the university system and the United Nations Sustainability Development Goal regarding quality and inclusive education. However, current literature lacks adequate insights regarding health and well-being considerations. This study investigated students’ perceptions concerning how university students experience health and well-being. The study is underpinned using the biopsychosocial model of health and was conducted via a cross-sectional student survey with quantitative and open-ended questions at an Australian university in 2021. A hierarchical regression model with 625 respondents indicated health and well-being are significantly influenced by mental (t-value = 15.7, p < 0.001), physical (t-value = 9.48, p < 0.001), university learning (t-value = 5.16, p < 0.001), and economic (t-value = 4.78, p < 0.001) domains regardless of the demographic and study characteristics of students. Students’ perception of their health and well-being varied according to student age, the college of study, and whether they were an international student. Both the quantitative and qualitative findings supported that the mental, physical, university learning, and economic domains of students’ health and well-being are interdependent. There is a case for a proactive, continuous, inclusive, and holistic health and well-being approach to support student success in higher education. Full article

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy. Full article

In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration. Full article

In Indonesia, the definition of inclusive education tends to be a narrow one. Even though the goal of the national policy on inclusive education underlines non-discrimination for all learners, early childhood education (ECE) practices still do not accommodate every child’s needs. This study focuses on inclusive practices in ECE by exploring the provision of inclusive ECE in Yogyakarta, one of the big cities in Indonesia, where ECE inclusive pedagogy has been implemented for more than five years. By exploring ECE practitioners’ experiences, this study aims to discuss the (mis)alignments between inclusive education policy and practices. The data sources are two-fold. First, we conducted online interviews with ECE manager and teachers (N = 5). The second form of data comprised ECE teachers’ online discussions on the topic of inclusion. The data collected were analysed using a thematic analysis method. The results indicate that distributed leadership, an organisational culture that respects diversity, and inclusive ECE pedagogy are the main aspects that need to be developed to enable inclusive ECE. Full article

Input and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extremely challenging. Current L2 speech learning models attribute difficulties in L2 speech acquisition to L2-to-L1 perceptual sound mappings guided by L1-based perception and poor phonological awareness and noticing of cross-language phonetic differences, which are typically not adequately addressed in instruction through pedagogic tasks. Explicit and incidental pronunciation teaching methods have been found effective at improving learners’ pronunciation, but ways to integrate them into communicative approaches to language teaching are still largely unexplored. Thus, language education practices currently lack a research-informed pedagogical approach that incorporates principles of L2 speech learning and task-based language teaching (TBLT) into pronunciation instruction. This article (1) presents an outline of new avenues for research and practice in L2 pronunciation instruction and (2) reports on the findings of an empirical study that implemented a task-based pronunciation teaching (TBPT) approach to teaching a difficult L2 vowel contrast through computerized collaborative map tasks that could be easily integrated into communicative FL classrooms. Full article

University–Business partnership for collaborative curriculum design, development, and delivery is an important dimension of University–Business Collaboration (UBC), but scarce information exists on how to enhance partnership for the design, development, and implementation of new curricula. With these questions in focus, this article intends to present and discuss the perceived experience during a three-year European funded project, namely, Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development, and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates’ employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal, and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project’s success was attributed to key practices, including defining a common conceptualization of CT, employing Participatory Co-Design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers. Full article

As the COVID-19 pandemic recedes, its legacy has been to disrupt universities across the world, most immediately in developing online adjuncts to face-to-face teaching. Behind these problems lie those of assessment, particularly traditional summative assessment, which has proved more difficult to implement. This paper models the current practice of assessment in higher education as influenced by ten factors, the most important of which are the emerging technologies of artificial intelligence (AI) and learning analytics (LA). Using this model and a SWOT analysis, the paper argues that the pressures of marketisation and demand for nontraditional and vocationally oriented provision put a premium on courses offering a more flexible and student-centred assessment. This could be facilitated through institutional strategies enabling assessment for learning: an approach that employs formative assessment supported by AI and LA, together with collaborative working in realistic contexts, to facilitate students’ development as flexible and sustainable learners. While literature in this area tends to focus on one or two aspects of technology or assessment, this paper aims to be integrative by drawing upon more comprehensive evidence to support its thesis. Full article

Online assessment of foreign-language learners, particularly of their oral skills, is a challenge for both students and teachers. Assessing language skills face to face, during a conversation between the examiner and the candidate, facilitates natural communication and is likely to provide a more accurate assessment of the student’s language proficiency level. A change in the scenario and the use of digital tools can intimidate students and take away the naturalness and warmth of the interview. The purpose of this paper is to examine the suitability of Blackboard Collaborate as a learning management system for assessing English speaking skill and other factors that influence students’ online performance. A total of 180 students from 7 different undergraduate programs in the fields of technology, environmental sciences and health sciences were assessed according to the structure of a standardized test. Using a mixed-methods approach, their results were contrasted with responses to a final survey to examine the positive or negative impact of online testing on students’ attitudes, performance and achievement. The Blackboard digital platform proves to be a suitable and convenient online framework for optimal speaking performance, and the examiner’s attitude is also a determining factor in students’ success. Full article

When students feel successful, they tend to be more confident in their capabilities (i.e., higher self-efficacy), which is associated with improved performance, engagement, and self-regulation. Yet, the way in which learners interpret their experiences is less well-understood. Learners’ views of failure (i.e., failure mindset) are potential lenses through which early adolescent learners perceive and interpret efficacy-relevant information. The relationship between failure mindset and self-efficacy may be particularly important to consider in STEM-related domains like robotics where failure is common. The purpose of this study was to investigate the relationship between young adolescents’ failure mindset and their robotics self-efficacy development. Using mixed methods, we considered how students’ reported failure mindset levels were related to what has made them more or less confident in robotics. We also considered the relationship between failure mindset and robotics self-efficacy. Overall, the findings suggest that early adolescent learners’ failure mindset is related to the efficacy-relevant information they pay attention to in robotics, and, in turn, is associated with their reported robotics self-efficacy. The details of these relationships varied between elementary and middle school students. As there is a social push to normalize failures in educational settings, findings from this study offer an important insight into how students may interpret those failures. Full article

Moving towards sustainable futures in which human and natural systems increasingly flourish together asks not only for technological innovation but also for social, cultural, psychological, and spiritual transformation. Regenerative education is an upcoming strand of theory and practice seeking to understand the enabling role educational systems can fulfill in this process. This paper aims to advance the notion of regenerative education from the perspective of two regenerative principles: (1) living the question of vocation and (2) embracing emergence. To do so, we—as a teacher–researcher and a student–researcher—engage in collaborative auto-ethnography against the background of a regenerative educational experiment we participated in together, which we refer to as “Graduate with Hope”. Our collaborative auto-ethnographic process was built around the practices of journaling and diffractive letter conversation. Through it, we meditate how (1) fostering a regenerative educational experience asks for the embrace of the pedagogical paradoxes of structure, shared agency, educational space, and transformation, (2) embracing these paradoxes can be confrontational and trigger inner development, and (3) sustaining commitment in this context asks for an ongoing practice of “talking the walk”. These perspectives can inspire educational professionals to design for, engage in, and study regenerative forms of education. Full article