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Topic Review
The Guided Reading Teaching Approach
The guided reading teaching approach is a commonly utilised practice that teachers have employed for over 20 years, both in Australia and abroad. What the approach entails, can be open to interpretation—an outcome that highlights the challenge of describing the approach in clear and unambiguous terms. 
  • 852
  • 21 Jun 2022
Topic Review
Circular Operations Management in Higher Education
The circular economy relates to sustainability challenges involving waste and pollution elimination, the circulation of physical products and materials (minimizing economic loss), and the regeneration of nature. Operations management is crucial for leading and conducting the necessary business processes and operations to facilitate these efforts. In light of these sustainability demands, there is a need for Higher Education (HE) students to gain the essential knowledge and skills beyond disciplinary expertise in isolation, to promote sustainable development now and in their future careers. Additionally, considering sustainability issues in HE provides stimulating and pertinent learning challenges that can enhance student learning outcomes, motivation, and engagement.
  • 852
  • 05 Feb 2024
Topic Review
Industrial Ecology Education
Industrial ecology (IE) education is a topic that has received attention in institutions of higher education throughout the world. Some universities have been teaching and researching IE for the past 20 years but its scope is still being defined. There is a need to catalogue and exchange experiences of IE teaching and their results. In addition to an extensive literature review, this paper provides a framework composed of content and strategies for teaching Industrial Ecology. This framework is tested in teaching IE as a general education course for undergraduate students at Beijing Institute of Technology (BIT). The methodology applied in this paper is of a descriptive and empirical nature and thus this paper focuses on a practice-oriented perspective in describing the experience at BIT. A range of different strategies, including lectures, group discussions, case studies, role playing games, oral presentations, evaluation, and student feedback have been incorporated into the course. The course received highly positive evaluation by the participating students. Students were impressed by IE’s characteristic of interdisciplinarity, way of thinking and practical value. Additionally, the course appears to influence students’ values, attitudes, and behavioral intentions. The paper concludes with some thoughts on ways of improving IE education in the future.
  • 844
  • 06 Oct 2021
Topic Review
Use of Virtual Labs in the Tertiary Education
There is a growing demand for Virtual Laboratories (VLabs) in tertiary education to support remote, flexible, and equitable learning. Most of the universities in Australia offer distance education to students who do not attend on-campus classes. On-line labs allowing access via an internet connection can offer learners the required infrastructure to complete their lab tasks without attending physical lab facilities. The onset of COVID-19 pandemic in early 2020 has seen further spike in demand for VLabs as accessing online lab facilities to undertake hands on activities from anywhere and anytime was imperative during lockdown periods.
  • 831
  • 02 Sep 2022
Topic Review
Repair as a Design Practice
Repair as a design practice means that repair ought to be part of design education, at the very least for those design curricula that cover product design.
  • 829
  • 18 Sep 2021
Topic Review
Doktor Nauk
Doktor nauk (Russian: доктор наук, abbreviated д-р наук or д. н.; Ukrainian: доктор наук; Bulgarian: доктор на науките; Belarusian: доктар навук; lit. "Doctor of Sciences") is a higher doctoral degree which may be earned after the Candidate of Sciences (the latter is informally regarded in Russia and many other post-Soviet states as equivalent to the PhD obtained in countries in which the PhD is not the highest academic degree).
  • 829
  • 10 Oct 2022
Topic Review
Mathematics Enrichment Program
The mathematics enrichment activities aim to provide students with a stimulating mathematical experience, promote positive attitudes, raise the level of achievement, and contribute to efforts to enhance, generalize, and increase the general understanding of mathematics.
  • 819
  • 26 Jan 2024
Topic Review Peer Reviewed
Co-Creating Interdisciplinary Integrated Powerful Knowledge
Interdisciplinary and integrated powerful knowledge (IIPK) is the outcome of integrating multiple disciplinary perspectives and approaches to tackle challenging real-world issues. Using many disciplinary fields, IIPK is essential for problem solving, innovation, and technical breakthroughs that require careful, imaginative, and innovative application of a wide range of disciplinary knowledge. It is especially relevant when addressing socio-scientific issues, which require a comprehensive understanding of scientific, social, and ethical dimensions. Collaborative and interdisciplinary work among people with diverse backgrounds and expertise is necessary to advance IIPK, including professionals from different academic fields, policymakers, stakeholders, and community members who bring various perspectives and values to the table. The co-creation of IIPK could inform policy making, support informed decision making, and lead to more comprehensive, effective, and sustainable solutions. Theoretical underpinnings and practical applications of co-creating IIPK are discussed here based on several principles with the potential to impact current practices. The co-creation and dissemination of IIPK could use multiple platforms, such as scholarly articles, encyclopedias, and media, including social media. These platforms provide scope for co-creating powerful knowledge through a people participatory approach, which would lead to changes in practices.
  • 810
  • 17 Oct 2023
Topic Review
Education on Sustainable Development Goals
Sustainable development goals express a spatial concern about the main challenges facing the world today: ecological, economic, social, and political. Geography is the science of place (of where). Education for sustainable development is the responsibility of many educational and social agents, although there is a broad consensus that universities play a fundamental role as institutions training qualified professionals; building the capacity of new generations; and mobilizing young people who, once in the workplace, can multiply the effects of their actions and decisions to contribute to the achievement of the SDGs. 
  • 805
  • 05 May 2022
Topic Review Peer Reviewed
Understanding the Education Policymaking Process in the United States
Considering the broad implications of education policy, it is important to understand the various facets of the education policymaking process. There are different stages of the process (i.e., issue definition, policy adoption, implementation, and evaluation) which, at times, can be difficult to comprehend when considering the competing goals of education and multiple stakeholders. Understanding the process can also be difficult due to the historical and contemporary influences of power and racism at play within and outside of society’s educational landscape—especially within the United States context. The process is highlighted as an iterative one which provides room for adjustments and changes across different contexts. By navigating the complex landscape of education policymaking, one can be better equipped to understand the intricacies of policymaking and its transformative capacity.
  • 803
  • 02 Jan 2024
Topic Review
English as a Foreign Language
In English as a Foreign Language (EFL) learning, in addition to the knowledge of the language, students should be provided with the features of pragmalinguistics and socio pragmatics in order to enable them to communicate effectively in English, as they need to communicate in a social context.
  • 795
  • 16 Jan 2024
Topic Review
Fuzzy Cognitive Maps
The daily tasks that the human being develops in any context are complex and dynamic. The variables that are part of a study object can be simplified in concepts that are linked to the problem. In this context, the Fuzzy Cognitive Maps (FCMs) make it easier to synthesize the information related to the problem. This study seeks to identify the variables that not influence the return of agricultural graduates to the rural sector. For this, FCMs tool and hierarchical cluster were applied. Interviews were held with academic experts in the field of rural development and managers of agricultural planning. Eighteen categorized variables were identified in the study, of which five were strategies for agricultural development. These were: (1) state policies for rural development, (2) quality academic training, (3) training in innovation and entrepreneurship, (4) national research and university extension programs, and (5) associative cooperativism. The identification of these variables helps state authorities and universities to design strategies that promote the participation of agricultural graduates in the rural production sector.
  • 794
  • 27 Oct 2020
Topic Review
Third-Age Foreign languages Learners
Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners.
  • 793
  • 12 Jul 2021
Topic Review
COVID-19 and University Degree Programs
COVID-19, caused by a member of the coronavirus family of viruses, has spread to most countries around the world since it was first recorded in humans in China in late 2019. Closing universities and cancelling all face-to-face activities have become a COVID-19 inevitable reality in many parts of the world. Its impact on university programs, particularly to maintain academic standards and quality assurance procedures, has become significantly more challenging and complex. New ways of working digitally, to minimize disruption to daily operations, have also led to enormous anxiety and uncertainty within the student population, and meeting students’ expectations has also become significantly more difficult. 
  • 787
  • 05 Feb 2021
Topic Review
School Failure
School failure (and early dropout) is usually centred at the secondary stage; low academic performance in previous educational stages may be the origin and cause of later failure and dropout. Therefore, competency and diagnostic tests carried out during the primary and secondary stages are essential to identify the pupils with the lowest levels of competences, with these being those with the greatest basic difficulties in educational development, and therefore potential school failure and drop-out pupils. 
  • 785
  • 20 Sep 2021
Topic Review
Digital Transformation in Higher Education
Digital transformation in higher education does not merely refer to a technological transformation. From an institutional perspective, the digital transformation in a broad sense is understood as a way to determine the stakeholder needs and behaviors in advance, and to provide education, research, and social services in line with the demands of the pupils who take advantage of the services in a changing environment. For this reason, digital transformation in education is being implemented worldwide step-by-step, with attention being paid to helping students with digital tools that can be reachable wherever there is an online computer terminal. Saving time and resources by means of online management and tuition seems to be the consolidated challenge. This means the digitalization of core services, having academics and students with advanced digital capabilities, and decision support systems that can adapt to changing circumstances.
  • 784
  • 14 Sep 2021
Topic Review Peer Reviewed
Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective
The management of expectations in doctoral education relates to the negotiation and agreement of a learning contract denoting actions and initiatives between a student and a supervisor. A learning contract is a set of understandings of what things, actions and initiatives might reasonably be expected from whom, in the course of learning, where there is a natural power imbalance. This is important so that both scholarly and material progress can be made along all points of the doctoral learning experience, i.e., that learning is personalised, professional and productive towards an original contribution of knowledge. It is the evidencing of this continual learning process through research that is deemed to be doctoral at the final examination stage. A doctoral student is a learner on the highest degree pathway that is available at all UK universities. This typically results in a thesis, marking the end point of being supervised whereupon an assessment or examination takes place, which, in UK universities, is called a viva voce (Latin: the living voice). This is a verbal account or defence of the thesis document by the student, made to two or three examiners who comprise the examination team. In the UK, the viva examination is a private event, while elsewhere, for example, across Europe and North America, the examination can be a public event. A student on a doctoral programme usually has a period of registration that is 3 years full-time or 6 years part-time. Other terms that can be used interchangeably around doctoral supervision are candidate (for the student) and candidature, which is their period of registration. Supervisors also have roles denoted as the Director of Studies (DoS) or Principal Investigator (PI). The supervision team is led by a Director of Studies (or PI) who is often the most experienced scholar who teaches, guides and mentors their student’s learning through the research they conduct. There are usually at least two supervisors in a supervision team in the UK, but there can be more as required depending upon the specialisms and topics being researched. Expectations formed by either the student or the supervisor(s) can be about physical resources to embark upon a passage of learning through a doctoral programme, or more typically, the discussion of expectations relates to managing the behaviours of students and supervisors in their respective roles. Managed expectations help to achieve a balance between the intellectual sharing of expertise by the supervisor with the self-directed initiatives for learning, which are taken by the student. The aim of managing expectations is to help a student move from dependence in their learning at the start of their programme to becoming an independent doctoral-level scholar who, once graduated as doctor, can act autonomously to conduct their own research, or even embark upon supervising others’ research in the future.
  • 784
  • 04 Dec 2023
Topic Review
Remote Learning in Higher Education
The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The study identified four dimensions (social-emotional, developmental, time-financial and negative attitude) in which students' evaluations vary. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge. 
  • 782
  • 02 Dec 2022
Topic Review
Systems Thinking and Leadership of Teachers in ESD
Systems thinking in education for sustainable development (ESD) is defined as the ability of teachers to comprehend and solve problems thoroughly by using components and interconnecting those involved in the system. Teachers’ leadership refers to the ability of teachers to influence co-workers, superiors, parents, and other members of the school community to improve teaching and learning practices in order to enhance students’ learning and achievement in ESD.
  • 779
  • 19 Apr 2022
Topic Review
Assessment of Citizens’ Netiquette and Information Literacy
In a rapidly evolving world, digital representation of information and its communication through digital technologies have transformed our daily life with severe consequences in terms of sustainability in society. Citizens must face demands of different natures of the digital world. The current society presents a new scenario that demands new perspectives for cyber connection and user empowerment. Digital competence (DC) taught and assessed was influenced by the framework chosen, based mainly on commercial applications such as Microsoft’s Office Suite and operating system. The launch of DigComp in 2013 facilitated the development of tailored implementations, providing a reference framework to work on DC. However, most of the implementations related to competence assessment are self-reports compounded by multiple-choice items and Likert scales, only measuring low-order cognitive skills (e.g., IKANOS, probably the best known self-diagnostic tool at a European level available on http://test.ikanos.eus/ (accessed on 3 March 2022)). Furthermore, the skill component of the DC is barely evaluated, probably because the development of simulations or task-based assessments is complicated and time consuming.
  • 776
  • 25 Mar 2022
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