Education & Pedagogy

Purpose: The goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process. Design/methodology/approach: This study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries. Findings: The unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building. Originality/value: Few studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation? What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process? What implications can other developing nations draw from China's case with regard to the role of international education in nation building? These are the questions the researchers hope to answer in this study.

Success in mathematics contributes to children's future career and lifelong financial security. There have been reports that dual-language education conveys academic advantages in mathematics achievement, although there is debate. This study aimed to investigate whether dual-language education benefits children's mathematics achievement and examine executive functions as a potential mechanism through which dual-language education influences math achievement. Fourth grade children (n = 465; aged 9-10 years) attending either dual-language education or mainstream education programs within the same school were tested on both mathematics achievement and executive functions. Results showed that children in the dual-language education program had higher math scores as well as higher executive functions performance. Executive functions also significantly mediated the relation between education program and mathematics achievement, providing support for executive functions as a mechanism through which advanced mathematics performance is achieved. All analyses controlled for primary caregiver education. Attrition rate of the education program as well as bilingual proficiency were considered in the analysis. Results suggest that bilingual experience gained from a dual-language program may benefit children's executive functions and that dual-language education may be an effective program for children's mathematics achievement through cognitive advantages that contribute to academic success. [For the corresponding grantee submission, see ED624564.]

Georg Kerschensteiner (1854-1932) was a world-renowned proponent of the work school concept ("die Arbeitsschule"). His educational philosophy was adopted not only in Europe but also in other parts of the world, both in the fields of primary school and vocational education. This study aims to analyse how Georg Kerschensteiner's views on vocational education, civic education, work school, and teaching were interpreted and adopted by the Early Republican period Turkish pedagogical thinking. Moreover, it aims to scrutinise the impact of his pedagogy on educational practices. In the post-1908 period, in particular, concepts such as work-based education and applied education played an important role in the establishment of the idea of work education. With the proclamation of the Turkish Republic in 1923, Turkish administrators adopted such vocational school principles as the official pedagogical guidelines for its primary schools. During this period, Georg Kerschensteiner's publications were translated into Turkish, and his work school gained an increasingly important place in Turkish pedagogy. Turkish educators such as Halil F. Kanad, Ismail H. Tonguç, and Hifzirrahman R. Öymen played an important role in the adoption of his ideas. The Kerschensteinerian approach to education was more directly applied to teacher education in Türkiye, particularly between 1935 and 1954.

The COVID-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.

In the contemporary literature, several studies have attempted to see the effect of gender inequality and public expenditure on inclusive education. However, few have attempted to determine the gender inequality threshold. In this study, we first examined the threshold of gender inequality which, when exceeded, the effect on inclusive education becomes negative. Second, we examined the effect of public expenditure on inclusive education in 17 countries in sub-Saharan Africa, in the period from 2000 to 2019. The fixed-effect panel data model was used. The following results have been established: (i) the gender inequality threshold from which the effect of gender inequality becomes negative on the gross enrolment rate is respectively established at 0.38 in primary and 0.37 in secondary. At the higher level, the effect of gender inequality is linear and negative on the gross enrolment rate; (ii) public expenditure on education has a positive and significant effect at the primary and secondary level on inclusive education. However, its effect at the higher level is negative. As implications, the results constitute and intermediate objective for the countries for the sub-Saharan Africa which failing to achieve gender equality, would benefit from reducing inequality to 0.38 at primary level and 0.37 at secondary level. Secondary, education in order to cancel out the negative effect of gender inequality on gross enrolment rates at the primary and secondary level. Secondly, states must further consider public education expenditure as a relevant instrument for achieving SDG 4.

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non-formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

This study aimed to investigate distance education practices in higher education during the pandemic, focusing on lived experiences, and proposing a policy decision framework for future distance education in similar conditions. Additionally, the study aimed to establish a design framework for an Emergency Action Plan for similar crisis periods. In the study, a case study was used to provide a detailed examination of the current situation's characteristics. The study group consisted of 63 administrators from 34 universities who actively participated in decision-making during the pandemic. Data were collected through 11 online focus group interviews, and the Miles-Huberman Model was used for analysis. The study proposed a policy decision framework for distance education in the post-pandemic period, consisting of 11 headings such as blended learning, open course materials, and Distance Education Center structuring. Additionally, the study presented an emergency action plan framework consisting of six components, including keeping the technological infrastructure working and supporting face-to-face courses with distance education. This study provides valuable insights for universities in preparing for potential crises and improving their distance education practices.

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators' use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.

Access to tertiary education is a challenge for many people from refugee-backgrounds. In Aotearoa New Zealand (NZ), resettled refugees are entitled to access education alongside other New Zealanders, and NZ's resettlement policy material recognises education as a key pillar of resettlement. However, refugee-background students are not recognised as 'priority learners' in education policy, so educational institutions are not required to report on refugee-background students' educational access or outcomes. At all levels of the education system, teaching and support practices for refugee-background students vary widely. Many barriers hamper refugee-background students' access to and success in tertiary education. However, refugee-background students are also necessarily-skilful border navigators. In this paper, we share data from an in-progress participatory action research project based in southern NZ that involves collaborating with refugee-background students at the secondary-tertiary education border. After describing the project, its rationale, and our theoretical framework, we draw on insights from seven of the students to illustrate how students represented educational navigation in NZ: as a resistance project, a subterranean project, and a relational project. We conclude by suggesting some implications from our study for research, policy and practice in education.

With the onslaught of the COVID-19 pandemic, Japanese higher education (HE) began the process of full digitalization in the academic year 2020. Considering that Japanese HE was previously dominated by face-to-face learning, the efforts of the stakeholders to implement digitalization deserve praise. However, digitalization has shown varying degrees of progress, both in terms of the type of education as well as between and within organizations. This study investigates the status of HE digitalization in Japan focusing on central government policy measures, the teaching and learning by faculties and students who are the traditional bearers of education, and the concept of lifelong learning and continuing education, which is exponentially attracting attention as a new area of study. This research also examines how those involved can use digitalization to improve HE and the goals and challenges of the transformation. Although the measures against the impact of the pandemic on the education sector greatly improved the digitalization of education in universities, other essential issues for educational reform became apparent. To take full advantage of the benefits of digitalization, it is necessary to reexamine the factors that hinder it, such as the changes in awareness among stakeholders, and take immediate measures to address them. In this context, dialogue is extremely important. The stakeholders should discuss how digitalization can enhance the value of university education.

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study's goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end.

The aim of this study is to determine teachers' satisfaction with in-service training programs organized through distance education and their opinions about the program. In this research, the survey model, one of the quantitative research methods, was used. The sample of this study consisted of 955 teachers working in kindergartens, primary schools, secondary schools and high schools affiliated with the Ministry of National Education in Eskisehir province, in Turkey, in the 2020-2021 academic year. Stratified sampling was used in sample selection. In the study, Satisfaction Questionnaire for In-Service Training Programs Implemented by the Ministry of Education through Distance Education, In-Service Program Evaluation Questionnaire Implemented by the Ministry of National Education Through Distance Education were used. 921 scales and surveys collected for data analysis were evaluated. Statistical Package for the Social Sciences (SPSS) analysis program was used to analyze the data. The analysis results were tabulated and the data obtained were interpreted with numbers (N) and percentages (%). Descriptive analyzes were used in the research. It has been concluded that the 54.6 percent of the teachers are satisfied with the in-service training courses implemented through distance education so far. In addition, it has been revealed that teachers' opinions about in-service activities organized by the Ministry of National Education through distance education are positive.

COVID-19 pandemic experiences have globally accelerated technology use in higher education, including in developing countries like South Africa. The advancements and use of technology during the COVID-19 lockdown led to increased access to knowledge relevant to educational, professional, and personal development. Nonetheless, difficulties with incorporating technology into teaching and learning remain in teacher education, and there are no real-world examples explaining solutions adapted to reflect South African post-pandemic teacher education. This research, conducted at a public university issues, high levels of plagiarism, and load shedding as challenges faced by pre-service teachers and teacher educators in post-pandemic teacher education. The results highlight the need in South Africa, aimed to understand and exemplify technology adaptations and challenges in post-pandemic teacher education through Vygotsky's social constructivist worldview. Data collected through observation and a focus-group interview session with participants in the Faculty of Education at a university in South Africa revealed technology incompatibility, ad-hoc solutions to socio-economic for continuous, interactive, and practically focused interactions between educators and policymakers, educators and educators, and educators and pre-service teachers to minimize or eradicate obstacles related to technology integration in post-pandemic teacher education programmes.

Purpose: The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan. Design/methodology/approach: This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis. Findings: The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education. Practical implications: This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions. Originality/value: This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.

The integration of entrepreneurship education and STEM education has emerged as a crucial field of research, necessitating an immediate providing a comprehensive review of the field from diverse viewpoints, thereby supporting upcoming research projects. This systematic review aimed to address the following three research questions: What are the characteristics and trends of the current studies on integrating entrepreneurial education into STEM education? (RQ1); Based on the extent of integration, what are the types of integration of entrepreneurial education into STEM education? (RQ2); Following an in-depth analysis and overview of each type, what are the corresponding patterns for each type of integration of entrepreneurial education into STEM education? (RQ3). Utilizing the PRISMA procedure's criteria, we pinpointed 31 eligible articles. Reacting to RQ1, a descriptive analysis has been conducted to provide a comprehensive description of the publication year, the first author's nation, research methods, participants, and impact. Reacting to RQ2, we conducted an in-depth content analysis and categorized entrepreneurial STEM education into three distinct types: the entrepreneurial element-embedded design, the whole-process integration, and the project-driven entrepreneurial design. Reacting to RQ3, the flowcharts provided for each type offer a practical template for understanding the patterns of integration. The Type I pattern shows entrepreneurship as an additional component to the STEM curriculum, the Type II pattern illustrates a more integrated approach throughout the educational process, and the Type III pattern displays a project-driven, in-depth integration of entrepreneurship.