Education & Pedagogy

Due to globalization, it has been realized that the distance between countries is irrelevant because of the various opportunities offered by technological and transportation advancements. Globalization has also manifested itself in the field of higher education through internationalization. The concept of globalization has evolved with time; its new form is called Globalization 4.0, as referred to at the World Economic Forum 2019, and impacts on the internationalization of higher education. Although the number of students in international circulation in higher education has not decreased, there is an apparent shift in the students' preferred destinations and motivational factors. This study attempted to understand the changes pertaining to the internationalization of higher education in parallel to global developments. Evaluating the effects of Globalization 4.0 on the internationalization of higher education will provide an important outlook to countries and higher education institutions that seek to update and develop internationalization policies.

Internationalisation is an important component in the transformation of higher education globally. Since 2007, the Malaysian higher education system has had a strong focus on internationalisation in positioning Malaysia as a hub for higher education. Malaysia is a member of the ASEM Education Process (AEP) and an active participant in several initiatives focusing on mobility and quality assurance since 2008. This study aims to evaluate the relationship between the internationalisation of higher education efforts in Malaysia and the AEP. The AEP has influenced higher education development in Asia and Europe and received rising consideration for strategic cooperation and networking. Data were collected through a Likert style questionnaire with 170 respondents who were selected by employing total population sampling. The empirical findings indicate that the support of the AEP corresponded positively with the internationalisation process and has had a significant impact on Malaysian higher education internationalisation. Evidence shows that Malaysia's participation in the AEP needs to be encouraged, and that existing and new internationalisation policies should be updated and formulated.

Special education technology and its use has largely focused on student concerns with accessing instruction. Where teachers have received attention, it has focused on classroom practices and their understanding of how to use technologies to support students. While some conversations have recently turned to the importance of "student" identities regarding technologies in special education, the identities of special education "teachers" in relation to technology use has received less attention. This study takes a narrative inquiry approach to describe a special education teacher who claimed multiple intersecting cultural/ethnic identities and a disability status. The findings from this 2-year engagement highlight how the teacher grappled with using technologies, not just for student learning, but for broader commitments to justice in special education contexts. Implications of this study elaborate on the need to plan special education teacher preparation and support for technologies that honors commitments to equity.

The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.

The 2021 release of Reimagining Our Futures Together: A New Social Contract for Education by the United Nations Educational, Scientific, and Cultural Organization was a reaction to a number of serious problems discovered in worldwide educational reforms. It sought to establish a new social compact for education to fulfill its unmet promise in the face of many educational crises and to combat future uncertainty. Using the methods of 271 Education Group as a case study, this article examines China's efforts to transform basic education in response to widespread educational issues and how they have represented the major principles espoused by the UNESCO report. The article elaborates on the coping strategies of 271 Education Group, such as incorporating eco-civilization education into basic schooling, constructing life-based curricula that are built on knowledge commons, introducing pedagogy rooted in cooperation and solidarity, and promoting teacher professional development through collaborative educational research.

This article urges a reconsideration of professional responsibility in arts education, moving beyond an emphasis on narrow technical expertise and strict disciplinary boundaries in order to respond to the needs of complex late modern society. We reconsider 'professionalism' in arts education as a site of struggle that requires 'systems reflexivity' to engage in the transformation of wider society. By presenting three cases, conceptualised as social innovations in the arts education system in Finland, we illustrate how multi-professional collaboration and systems entrepreneurship, flexible institutional boundary-crossing, and performing social categories in professional education of artists help tackle exclusion and inequalities. We also argue that a degree of activism may be necessary for the field to expand its sense of professional responsibility beyond 'what is' towards 'what could be'.

The global COVID-19 pandemic has significantly affected many areas of life including higher education. Educational practices were disrupted, and higher education institutions had to move from in-person to remote teaching quickly to continue education. This transition brought along challenges not only for students but also for faculty. Currently there is limited research on faculty teaching experiences during the pandemic. Using the photovoice method, we explored the experiences of higher education faculty in two Turkish universities when teaching remotely during the pandemic. We identified three areas that were important and influenced faculty member practices: Faculty well-being, lack of preparation, and wrestling with remote education. Our findings grounded in faculty experiences provide insights and areas for higher education institutions to improve remote education practices and provide support to foster student learning, particularly if institutions decide to continue with online education permanently or offer hybrid education options.

In order to advance authentic equity in science education, it is salient to have frameworks that allow educators and researchers to design learning environments, activities, and research agendas that centers students' strengths in order for them to achieve full participation in science. As such it is important to consider the social identities of science education stakeholders--teachers and students--in teacher education. However, as identity is complex, it requires research approaches that elucidate not only the nuances of teacher identity but also the complexities of science teaching and learning environments. This article describes a collaborative research project that aimed to unpack the relationship between teacher identity and learning to teach. It outlines the collaborative process of theory building that includes teacher participants and the research team and how the framework for teacher education emerged that considers the various aspects of designing equitable and liberatory science learning.

This article examines how qualification frameworks for Bachelor of Education and the Thai Teachers Council regulations on teaching professional standard affect the status of knowledge of socio-cultural foundations in teacher education institutions. The researcher used document analysis, in-depth interview and field observations with 7 teacher educators from 7 teacher education institutions. Findings indicate that socio-cultural foundations courses are still present in the teacher education program, and there is integration of the subject matters of philosophy and sociology of education. In addition, the everyday life discursive practices of teacher educators are the implementation of the teacher education curriculum reflecting negotiation, resistance, or articulation process between policy and practices. As a critical active agent in their own cultural politics, teacher educators are the most important actors influencing the status of knowledge of the field of socio-cultural foundations in teacher education institutions.

Education researchers have long wrestled with the interplay of oppressive structures and individual agency in reproducing, sustaining, and contesting marginalization. In this article, we suggest that Weis and Fine's construct of critical bifocality may assist researchers in understanding and addressing marginalization in mathematics education. We conduct a conceptual review of existing mathematics education literature that accounts for both structure and agency in theorizing marginalization. By reading this literature alongside Weis and Fine's 2012 article, we develop four criteria for operationalizing critical bifocality in mathematics education research. The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions. Additionally, they offer theoretical and methodological recommendations for researchers studying marginalization in mathematics education.

Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs.

Online learning was mandatory and only available option during COVID-19 outbreak. One of challenging in online learning is vocational Education. The current study aims to analysis the current use of e-learning in vocational education in schools at the south of Jordan. The study design is cross-sectional survey study. The survey includes assessment of teachers' skills, and schools' readiness. The instrument was validating. A total of 118 teachers were participated in the study. There were moderate-high levels of teachers' skills in using online learning in vocational education. The level of teachers' skills was related to the level of education, and years of experience. The main challenges in online vocational education were at the used e-learning systems, and limitations in online facilities. The study provides a set of recommendations to improve Vocational Education. In conclusion, the online learning was suitable in vocational education at the school education levels.

This working paper reflects the conviction that three areas of change are needed if America's higher education system as a whole is to make optimal contributions to the economic health of the country; it is based on the premise that at this time higher education is far from fully contributing to the economic well-being of the United States. The three areas are: (1) enhancing the transfer of knowledge from creation to application and utilization; (2) providing, both in terms of quality and content, the kind of education which prepares individuals to be competent and effective in their chosen occupation or profession; and (3) offering opportunities for life-long education to ensure the maintenance of professional competencies in a time of accelerating change. Main topic headings include: higher education and the economy; industrial extension--bringing innovation to the users; a new look at education for competence; maintaining the competency of practitioners; and the federal role. (GLR)

In its first year, Project Porvenir provided instructional and support services to Spanish-speaking students of limited English proficiency in bilingual and special education in four Bronx (New York) elementary schools. Project goals were to increase students' English language proficiency and develop native language skills, provide career education leading to mainstreaming, and increase awareness of available career education and high school programs. The project met its objectives in general education attendance, career education, staff and curriculum development, and parent involvement. It did not meet its instructional objectives for English as a Second Language. It was not possible to assess attainment of objectives in native language arts or special education attendance. Recommendations for program improvement include generation of proposed materials for bilingual special education and review of the objective for academic mainstreaming and social interaction with peers. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Teacher education institutions in Nigeria play an important role in meeting the demands for positive value orientation. Value orientation is described as the inculcation of moral and ethical values that can establish a distinction between right and wrong, good and bad, truth and falsehood, and justice and injustice in social relations. It is assumed that value orientation is a factor in teacher effectiveness. Criticism is leveled at the present higher education system for failing to meet the challenges of social problems in the country. It is emphasized that teacher education must make students value conscious as a prerequisite for an orderly society. The paper examines current societal ills which have rendered education impotent in checking the spread of disorder in the social system. In discussing the process of value clarification as a teacher's major responsibility, it is pointed out that more attention must be given to value orientation in the curricular offerings of institutions of higher education. (JD)