500

Special issue on AI in Education: opportunities and challenges

Q2

Special issue on AI in Education: opportunities and challenges

The application of Artificial Intelligence (AI) in education has seen a pronounced surge in recent years, intensified with the launch of ChatGPT, which has opened many fundamental questions about the future of education. The aim of this call for papers is to bring together the latest research and developments in AI in education, to better understand how AI can enhance teaching and learning, and to identify the challenges and opportunities in this field.

The application of Artificial Intelligence (AI) in education has seen a pronounced surge in recent years, intensified with the launch of ChatGPT, which has opened many fundamental questions about the future of education. The aim of this call for papers is to bring together the latest research and developments in AI in education, to better understand how AI can enhance teaching and learning, and to identify the challenges and opportunities in this field.

36

Instructions for Self-Regulated Learning (SRL) in ESL/EFL Contexts

Q1

Instructions for Self-Regulated Learning (SRL) in ESL/EFL Contexts

Self-regulated learning (SRL) is defined as a proactive process through which students set goals, select and deploy strategies, and monitor and regulate their cognition to achieve the goals (Zimmerman, 2008). Three cyclical phases constitute SRL, including forethought, performance, and self-reflection (Zimmerman, 2001). In the forethought phase, a student begins the study through task analysis and setting a desired stage of learning. As the student studies, s/he makes efforts and deploys strategies, as well as monitors the progress and quality of cognitive activities during the performance phase. Self-reflection takes place upon completion of learning or problem solving, which involves self-judgements directed at either learning outcomes or the learning process, and self-reaction, such as allocation of additional learning time. The student will continue to study so as to minimize the discrepancy between the current state and desired state of learning. To achieve success in contexts of learning English as a second/foreign language (ESL/EFL), students should employ a wide range of SRL strategies, e.g., goal setting, planning, monitoring, avoidance coping and self-evaluation (Bai, Nie & Lee, 2020; Bai & Wang, 2020). Empirical research has established a positive link between SRL strategy use and English learning results. All findings highlight the importance of SRL strategy-based instructions in students’ SRL development and language learning. Despite the abundant evidence regarding students’ SRL development mentioned above, relatively little research has investigated how classroom instructions are designed and implemented to promote students’ SRL. According to Bandura’s (2012) social cognitive theory, individuals’ development in SRL is influenced by the social environment, including feedback and support from other people. In particular, teachers’ instructions, as an important environmental factor, have a substantial influence on students’ SRL and language learning outcomes (Guo, Bai & Song, 2021; Huh & Reigeluth, 2016; Jabusch, 2016). In addition, language teachers’ beliefs regarding instructions for SRL have received scant research attention so far although such beliefs are considered a filter in mediating their classroom practices (Bai & Yuan, 2019; Yan, 2018). Teachers, as a key factor influencing students’ motivation and SRL, should be equipped with sufficient knowledge and experience in designing their lessons that can enhance their students’ development in SRL. Therefore, there exists an urgent need to investigate how language teachers perceive and engage in instructions for SRL and how their beliefs and practices may impact students’ SRL and English learning results in school settings.

Self-regulated learning (SRL) is defined as a proactive process through which students set goals, select and deploy strategies, and monitor and regulate their cognition to achieve the goals (Zimmerman, 2008). Three cyclical phases constitute SRL, including forethought, performance, and self-reflection (Zimmerman, 2001). In the forethought phase, a student begins the study through task analysis and setting a desired stage of learning. As the student studies, s/he makes efforts and deploys strategies, as well as monitors the progress and quality of cognitive activities during the performance phase. Self-reflection takes place upon completion of learning or problem solving, which involves self-judgements directed at either learning outcomes or the learning process, and self-reaction, such as allocation of additional learning time. The student will continue to study so as to minimize the discrepancy between the current state and desired state of learning. To achieve success in contexts of learning English as a second/foreign language (ESL/EFL), students should employ a wide range of SRL strategies, e.g., goal setting, planning, monitoring, avoidance coping and self-evaluation (Bai, Nie & Lee, 2020; Bai & Wang, 2020). Empirical research has established a positive link between SRL strategy use and English learning results. All findings highlight the importance of SRL strategy-based instructions in students’ SRL development and language learning. Despite the abundant evidence regarding students’ SRL development mentioned above, relatively little research has investigated how classroom instructions are designed and implemented to promote students’ SRL. According to Bandura’s (2012) social cognitive theory, individuals’ development in SRL is influenced by the social environment, including feedback and support from other people. In particular, teachers’ instructions, as an important environmental factor, have a substantial influence on students’ SRL and language learning outcomes (Guo, Bai & Song, 2021; Huh & Reigeluth, 2016; Jabusch, 2016). In addition, language teachers’ beliefs regarding instructions for SRL have received scant research attention so far although such beliefs are considered a filter in mediating their classroom practices (Bai & Yuan, 2019; Yan, 2018). Teachers, as a key factor influencing students’ motivation and SRL, should be equipped with sufficient knowledge and experience in designing their lessons that can enhance their students’ development in SRL. Therefore, there exists an urgent need to investigate how language teachers perceive and engage in instructions for SRL and how their beliefs and practices may impact students’ SRL and English learning results in school settings.

205

Learning and Teaching Innovations

Q1

Learning and Teaching Innovations

We welcome manuscripts that cover a broad range of topics, including but not limited to: • Augmented and virtual reality in education: opportunities and challenges • Artificial intelligence and machine learning: implications for teaching and learning • The use of chatbots and conversational interfaces in education • Blockchain technology in education: implications for credentialing and assessment • Immersive learning environments: creating engaging and interactive experiences for students • The use of robotics in education: promoting hands-on learning and problem-solving skills • The potential of wearable technology in education: enhancing personalized learning and tracking progress • The impact of big data and analytics on education: using data to inform teaching and learning • The use of social media and networking tools in education: opportunities and challenges. • Innovations in assessment: measuring learning outcomes beyond exams and grades • The metaverse in education: exploring the potential of virtual worlds for teaching and learning • The use of natural language processing in education: facilitating communication and collaboration Manuscripts should be original, empirical or theoretical research papers, case studies, or literature reviews that have not been published or submitted elsewhere. The manuscripts will be double-blind peer-reviewed and are expected to meet the high standards of academic rigor and quality.

We welcome manuscripts that cover a broad range of topics, including but not limited to: • Augmented and virtual reality in education: opportunities and challenges • Artificial intelligence and machine learning: implications for teaching and learning • The use of chatbots and conversational interfaces in education • Blockchain technology in education: implications for credentialing and assessment • Immersive learning environments: creating engaging and interactive experiences for students • The use of robotics in education: promoting hands-on learning and problem-solving skills • The potential of wearable technology in education: enhancing personalized learning and tracking progress • The impact of big data and analytics on education: using data to inform teaching and learning • The use of social media and networking tools in education: opportunities and challenges. • Innovations in assessment: measuring learning outcomes beyond exams and grades • The metaverse in education: exploring the potential of virtual worlds for teaching and learning • The use of natural language processing in education: facilitating communication and collaboration Manuscripts should be original, empirical or theoretical research papers, case studies, or literature reviews that have not been published or submitted elsewhere. The manuscripts will be double-blind peer-reviewed and are expected to meet the high standards of academic rigor and quality.

320

Making an Impact – UN Sustainable Development Goals and university performance

Q1

Making an Impact – UN Sustainable Development Goals and university performance

Currently there is very limited research that puts United Nations Sustainable Development Goals (SDGs) at the centre of discussions. Papers are being published from different areas and disciplines; however, there has been no integrated focus on how the United Nations Sustainable Development goals can impact sustainable behaviours. Further, how universities can influence the pursuance and achievement of the sustainable development goals is even less examined. However, with the availability of different kinds of rankings, this is changing. This issue of the journal could be the first to trigger interest, in an organized way, on how universities can contribute to the value of the SDGs. There is an opportunity to contribute in at least 17 different ways as there are 17 UN SDGs. The SDGs provide a very comprehensive framework for an integrated discussion on how to achieve sustainability. Utilizing this framework and contributing to multiple goals is sometimes more attractive to organizations with limited resources (like HEIs) in place of pursuing one goal. The idea would be to promote the framework while highlighting the contributions of HEIs in their effort to be sustainable while promoting sustainability outside their boundaries.

Currently there is very limited research that puts United Nations Sustainable Development Goals (SDGs) at the centre of discussions. Papers are being published from different areas and disciplines; however, there has been no integrated focus on how the United Nations Sustainable Development goals can impact sustainable behaviours. Further, how universities can influence the pursuance and achievement of the sustainable development goals is even less examined. However, with the availability of different kinds of rankings, this is changing. This issue of the journal could be the first to trigger interest, in an organized way, on how universities can contribute to the value of the SDGs. There is an opportunity to contribute in at least 17 different ways as there are 17 UN SDGs. The SDGs provide a very comprehensive framework for an integrated discussion on how to achieve sustainability. Utilizing this framework and contributing to multiple goals is sometimes more attractive to organizations with limited resources (like HEIs) in place of pursuing one goal. The idea would be to promote the framework while highlighting the contributions of HEIs in their effort to be sustainable while promoting sustainability outside their boundaries.

34

New advances in artificial intelligence applications in higher education

Q1

New advances in artificial intelligence applications in higher education

There has been growing interest in the educational potential of Artificial Intelligence (AI) applications within the field of educational technology for the past decade. Despite the recent peak of excitement towards advanced features and techniques of AI-driven language models and OpenAI's ChatGPT, their actual impact on higher education (HE) institutions and participants have been largely unknown. Thus, the discussions in the field have continuously remained, mainly consisting of overstated hype and untested hypotheses, either optimistic or pessimistic, about the impact of AI applications. About three years ago, the editors of the ETHE Special Issue "Can artificial intelligence transform higher education?" concluded that the reality is disappointing and little has been achieved (Bates, Cobo, Mariño & Wheeler, 2020). However, a lot has happened since then. A recent update of the systematic literature review, previously conducted by Zawacki-Richter et al. (2019), has indicated that almost three times as many studies on AI in education (AIEd) have been published in the last three years as in the previous decade.

There has been growing interest in the educational potential of Artificial Intelligence (AI) applications within the field of educational technology for the past decade. Despite the recent peak of excitement towards advanced features and techniques of AI-driven language models and OpenAI's ChatGPT, their actual impact on higher education (HE) institutions and participants have been largely unknown. Thus, the discussions in the field have continuously remained, mainly consisting of overstated hype and untested hypotheses, either optimistic or pessimistic, about the impact of AI applications. About three years ago, the editors of the ETHE Special Issue "Can artificial intelligence transform higher education?" concluded that the reality is disappointing and little has been achieved (Bates, Cobo, Mariño & Wheeler, 2020). However, a lot has happened since then. A recent update of the systematic literature review, previously conducted by Zawacki-Richter et al. (2019), has indicated that almost three times as many studies on AI in education (AIEd) have been published in the last three years as in the previous decade.

927

Higher Education Struggles in Alberta, Canada

Q3

Higher Education Struggles in Alberta, Canada

We seek contributions examining the restructuring of higher education in Alberta since the election of the United Conservative Party government in April 2019. These may examine any dimension of the financial, commoditization, or corporatization pressures to which post-secondary education institutions (PSEIs) in the province are subjected, as well as struggles concerning the autonomy of PSEIs from the state, academic freedom, decolonization of post-secondary education, or equity, diversity, and inclusion. How are their governance structures and relations to local states influencing the capacity of universities to respond effectively to ecological and social crises? How are students, staff, and faculty resisting neoliberal restructuring? Comparisons of developments in Alberta with developments in other jurisdictions are also welcome.

We seek contributions examining the restructuring of higher education in Alberta since the election of the United Conservative Party government in April 2019. These may examine any dimension of the financial, commoditization, or corporatization pressures to which post-secondary education institutions (PSEIs) in the province are subjected, as well as struggles concerning the autonomy of PSEIs from the state, academic freedom, decolonization of post-secondary education, or equity, diversity, and inclusion. How are their governance structures and relations to local states influencing the capacity of universities to respond effectively to ecological and social crises? How are students, staff, and faculty resisting neoliberal restructuring? Comparisons of developments in Alberta with developments in other jurisdictions are also welcome.

910

Policies and Practices for Global Multilingualism

Q3

Policies and Practices for Global Multilingualism

To comply with the aims of the UNESCO project on the UNESCO World Atlas of Languages (WAL, n. d.) and the UNESCO International Decade of Indigenous Languages (2022-2032), the UCLPM is calling attention to the need to preserve native languages and integrate them within the multilingual movement that is taking hold of speakers, readers and writers in the physical and digital world (Kelly-Holmes, 2019). For that, it has developed 9 axes or areas of interest: Multilingualism and Internationalization; Multilingualism and Intercultural Mediation; Multilingualism and Language Education; Multilingualism, Translation and Accesibility; Multilingualism and Linguistic Economy and Linguistic Rights; Multilingualism and Information and Communication Technologies; Multilingualism, borders and diasporas; Multilingualism and Literature; Multilingualism and Oral literatures. In this special issue we will include six of those axes, always having multilingualism as a starting and ending point: Intercultural Mediation, Linguistic Rights, Translation and Accessibility, Multilingual Literature, and Policies and Planning for Multilingualism and Multilingual Education.

To comply with the aims of the UNESCO project on the UNESCO World Atlas of Languages (WAL, n. d.) and the UNESCO International Decade of Indigenous Languages (2022-2032), the UCLPM is calling attention to the need to preserve native languages and integrate them within the multilingual movement that is taking hold of speakers, readers and writers in the physical and digital world (Kelly-Holmes, 2019). For that, it has developed 9 axes or areas of interest: Multilingualism and Internationalization; Multilingualism and Intercultural Mediation; Multilingualism and Language Education; Multilingualism, Translation and Accesibility; Multilingualism and Linguistic Economy and Linguistic Rights; Multilingualism and Information and Communication Technologies; Multilingualism, borders and diasporas; Multilingualism and Literature; Multilingualism and Oral literatures. In this special issue we will include six of those axes, always having multilingualism as a starting and ending point: Intercultural Mediation, Linguistic Rights, Translation and Accessibility, Multilingual Literature, and Policies and Planning for Multilingualism and Multilingual Education.

155

Metacognition and self-directed learning: Skills for self-assessment in technology-based learning

Q1

Metacognition and self-directed learning: Skills for self-assessment in technology-based learning

Metacognition is understood as knowledge about one's own knowledge, i.e., person-related knowledge, task-related knowledge, strategic knowledge, and the regulation of one's own cognitive activity (Flavell, 1979). This means above all the monitoring and control of one's own cognitive processes. Metacognitive skills are fundamental for successful self-assessment. Self-directed learning is defined as “a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes” (Knowles, 1975, p. 18). This definition includes requirements for a good self-assessment such as autonomy, organisation skills, self-discipline, effective communication, acceptance of constructive feedback, and engagement in self-evaluation and self-reflection. This supports the relationship between self-assessment and self-directed learning (Lubbe & Mentz, 2021) and points to the value of student agency whereby studentsdetermine how their learning and assessment will take place (Tlili et al., 2022).

Metacognition is understood as knowledge about one's own knowledge, i.e., person-related knowledge, task-related knowledge, strategic knowledge, and the regulation of one's own cognitive activity (Flavell, 1979). This means above all the monitoring and control of one's own cognitive processes. Metacognitive skills are fundamental for successful self-assessment. Self-directed learning is defined as “a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes” (Knowles, 1975, p. 18). This definition includes requirements for a good self-assessment such as autonomy, organisation skills, self-discipline, effective communication, acceptance of constructive feedback, and engagement in self-evaluation and self-reflection. This supports the relationship between self-assessment and self-directed learning (Lubbe & Mentz, 2021) and points to the value of student agency whereby studentsdetermine how their learning and assessment will take place (Tlili et al., 2022).

1443

Innovación educativa en ambientes virtuales de aprendizaje

CONACYT

Innovación educativa en ambientes virtuales de aprendizaje

Apertura invita a los expertos en materia de innovación educativa en ambientes virtuales de aprendizaje a enviar propuestas de artículos para ser incluidos en el volumen 16, número 1 que se publicará en abril 2024. Puede consultar la bases en el Acerca de de la revista. La fecha de cierre de esta convocatoria será el 30 de septiembre de 2023.

Apertura invita a los expertos en materia de innovación educativa en ambientes virtuales de aprendizaje a enviar propuestas de artículos para ser incluidos en el volumen 16, número 1 que se publicará en abril 2024. Puede consultar la bases en el Acerca de de la revista. La fecha de cierre de esta convocatoria será el 30 de septiembre de 2023.

43

Theorizing the Future of Generative AI in Education

Q1

Theorizing the Future of Generative AI in Education

The integration of artificial intelligence (Al) and machine learning (ML) tools in education has been a growing trend in recent years, with a particular focus on the use of large language models for generative AI, such as ChatGPT. While the potential use of generative AI as a teaching and learning resource has been acknowledged, there is a lack of research exploring how it may influence pedagogy, learning, and authorship. This special issue calls for new research to better understand the impact of generative AI on these areas and the ways it may shape the future of education. Education content producible by generative AI includes text, essays, and poetry, as well as visual images, computer code, music, and design. An irresistible student tool, generative AI has the speed, scale, ease of use, and accessibility to disrupt education, raising several issues. There are concerns about how such forms of machine learning will influence human learning, transform the meaning of authorship, and upend common pedagogies such as the student essay (Rudolph et al., 2023; Williamson et al., 2023; Zembylas, 2023). Student and faculty reliance on generative AI for academic work raises questions of plagiarism, the possible eradication of a writerly voice and writing style, original thought and novel critique, as well as poses epistemic questions about the nature of learning and knowledge. These are important issues to consider. However, at present, generative AI is an undertheorized area. The aim of this special issue is to spark theoretical development and theoretically-informed empirical research about how generative AI may shape socio-technical practices in education.

The integration of artificial intelligence (Al) and machine learning (ML) tools in education has been a growing trend in recent years, with a particular focus on the use of large language models for generative AI, such as ChatGPT. While the potential use of generative AI as a teaching and learning resource has been acknowledged, there is a lack of research exploring how it may influence pedagogy, learning, and authorship. This special issue calls for new research to better understand the impact of generative AI on these areas and the ways it may shape the future of education. Education content producible by generative AI includes text, essays, and poetry, as well as visual images, computer code, music, and design. An irresistible student tool, generative AI has the speed, scale, ease of use, and accessibility to disrupt education, raising several issues. There are concerns about how such forms of machine learning will influence human learning, transform the meaning of authorship, and upend common pedagogies such as the student essay (Rudolph et al., 2023; Williamson et al., 2023; Zembylas, 2023). Student and faculty reliance on generative AI for academic work raises questions of plagiarism, the possible eradication of a writerly voice and writing style, original thought and novel critique, as well as poses epistemic questions about the nature of learning and knowledge. These are important issues to consider. However, at present, generative AI is an undertheorized area. The aim of this special issue is to spark theoretical development and theoretically-informed empirical research about how generative AI may shape socio-technical practices in education.

176

The rise of Generative AI (ChatGPT) and the implications for management education

Q1

The rise of Generative AI (ChatGPT) and the implications for management education

Artificial intelligence (AI) extends across multiple sectors (Kumar et al., 2023), including management education, which nurtures entrepreneurs and management professionals for business and the wider economy (Mahajan et al., 2023; Ratten & Jones, 2021). Amidst the rapidly changing business environment, management education needs to be at the forefront of incorporating AI-driven technologies, such as Generative AI (e.g., ChatGPT), in order to ensure that the next generation of entrepreneurs and management professionals are prepared to excel in an AI-powered world (Lim et al., 2023). In this regard, it is imperative to examine the implications of AI for management education and explore novel strategies for preparing the leaders of tomorrow for the challenges and opportunities it presents (Banihashem et al., 2023; Lim, 2023; Sollosy & McInerney, 2022). To accomplish this, management educators need to not only grasp the ramifications of AI within their discipline but also devise innovative pedagogical methodologies that leverage these advancements, while addressing the ethical, economic, environmental, social, and technological issues that emerge.

Artificial intelligence (AI) extends across multiple sectors (Kumar et al., 2023), including management education, which nurtures entrepreneurs and management professionals for business and the wider economy (Mahajan et al., 2023; Ratten & Jones, 2021). Amidst the rapidly changing business environment, management education needs to be at the forefront of incorporating AI-driven technologies, such as Generative AI (e.g., ChatGPT), in order to ensure that the next generation of entrepreneurs and management professionals are prepared to excel in an AI-powered world (Lim et al., 2023). In this regard, it is imperative to examine the implications of AI for management education and explore novel strategies for preparing the leaders of tomorrow for the challenges and opportunities it presents (Banihashem et al., 2023; Lim, 2023; Sollosy & McInerney, 2022). To accomplish this, management educators need to not only grasp the ramifications of AI within their discipline but also devise innovative pedagogical methodologies that leverage these advancements, while addressing the ethical, economic, environmental, social, and technological issues that emerge.

1224

Inteligência Artificial e Educação

Q4

Inteligência Artificial e Educação

A integração da Inteligência Artificial (IA) na Educação tem surgido como uma força transformadora, revolucionando a forma como ensinamos e aprendemos. Com a sua notável capacidade de analisar grandes quantidades de dados, adaptar o conteúdo às necessidades individuais e fornecer orientação personalizada, a IA oferece oportunidades para melhorar as experiências educativas e os resultados da aprendizagem. No entanto, a par dessas possibilidades empolgantes, é essencial um diálogo robusto em torno de considerações éticas, bem como dos potenciais desafios para os sistemas educativos.

A integração da Inteligência Artificial (IA) na Educação tem surgido como uma força transformadora, revolucionando a forma como ensinamos e aprendemos. Com a sua notável capacidade de analisar grandes quantidades de dados, adaptar o conteúdo às necessidades individuais e fornecer orientação personalizada, a IA oferece oportunidades para melhorar as experiências educativas e os resultados da aprendizagem. No entanto, a par dessas possibilidades empolgantes, é essencial um diálogo robusto em torno de considerações éticas, bem como dos potenciais desafios para os sistemas educativos.

57

Early Childhood Education (ECE) Workforce Well-being

Q1

Early Childhood Education (ECE) Workforce Well-being

The well-being of the early care and education (ECE) workforce is a multifaceted concept that integrates physical, mental, emotional, and financial health of professionals working in the ECE field. It is highly related to their working conditions and environment, career pathways, and workplace support. However, there remains a gap in our understanding of how to effectively support the well-being of ECE professionals who play a crucial role in caring for our children. This special issue aims to provide an evidence base to understand current issues related to ECE workforce well-being and ways to promote workforce wellness.

The well-being of the early care and education (ECE) workforce is a multifaceted concept that integrates physical, mental, emotional, and financial health of professionals working in the ECE field. It is highly related to their working conditions and environment, career pathways, and workplace support. However, there remains a gap in our understanding of how to effectively support the well-being of ECE professionals who play a crucial role in caring for our children. This special issue aims to provide an evidence base to understand current issues related to ECE workforce well-being and ways to promote workforce wellness.

205

AI in smart learning for sustainable education

Q1

AI in smart learning for sustainable education

Sustainable education is a quality education considering humanity. As we strive to develop smart learning environments, we also need to reflect appropriately on the impact of social change on education. How to provide fair and explainable analysis results to gain learners’ and teachers’ trust? How to guide them to meet challenges from both technical and organizational aspects? How to consider technological development with social value and human factors? The challenge for smart learning environments is incorporating educational and social changes into the design from the outset, including educating all stakeholders and providing the appropriate training. To develop the most helpful strategies for stakeholders from different perspectives, such as the content, methods, tools, systems, and training platforms. From the viewpoints of fairness, equality, diversity, inclusion, explainable, trustworthiness, and resilience, we work toward sustainable education.

Sustainable education is a quality education considering humanity. As we strive to develop smart learning environments, we also need to reflect appropriately on the impact of social change on education. How to provide fair and explainable analysis results to gain learners’ and teachers’ trust? How to guide them to meet challenges from both technical and organizational aspects? How to consider technological development with social value and human factors? The challenge for smart learning environments is incorporating educational and social changes into the design from the outset, including educating all stakeholders and providing the appropriate training. To develop the most helpful strategies for stakeholders from different perspectives, such as the content, methods, tools, systems, and training platforms. From the viewpoints of fairness, equality, diversity, inclusion, explainable, trustworthiness, and resilience, we work toward sustainable education.

268

With 40 or More Years of Experience: Reports from ‘Educational Warriors’

Q1

With 40 or More Years of Experience: Reports from ‘Educational Warriors’

The field of Education and Development commenced in earnest about half a century ago. But now new questions are being raised about its future (Burnett, 2019). It is likely that there will be changes in philosophy, strategies of implementation, digital mechanisms, and intentions. A few individuals have been active participants in the education and development effort from the beginning. Some have passed. Many have retired. This request for proposals offers an opportunity for them to reflect on what they have done and learned. To those interested in submitting an essay, please keep in mind three requirements. (i) 40 years of professional service (ii) Experience in multiple institutions, countries, and responsibilities (iii) Willingness to address issues of shortcomings, mistakes, even failures as well as successes and significant positive changes.

The field of Education and Development commenced in earnest about half a century ago. But now new questions are being raised about its future (Burnett, 2019). It is likely that there will be changes in philosophy, strategies of implementation, digital mechanisms, and intentions. A few individuals have been active participants in the education and development effort from the beginning. Some have passed. Many have retired. This request for proposals offers an opportunity for them to reflect on what they have done and learned. To those interested in submitting an essay, please keep in mind three requirements. (i) 40 years of professional service (ii) Experience in multiple institutions, countries, and responsibilities (iii) Willingness to address issues of shortcomings, mistakes, even failures as well as successes and significant positive changes.

547

Technology-Mediated Task-based Language Teaching and Learning

Q2

Technology-Mediated Task-based Language Teaching and Learning

The editors invite papers exploring innovative approaches to designing, implementing, and evaluating technology-mediated task-based language teaching and learning. Papers may report on empirical studies or theoretical pieces that challenge our current thinking about TBLT. Quantitative, qualitative, mixed-, and multiple-method designs are welcome. Quantitative studies examining learner process data are especially welcome as are all designs targeting less commonly taught languages, including ASL and other sign languages of the world. Studies relying purely on survey or questionnaire research will not be considered. Full-length manuscripts of no more than 7,500 words (all inclusive) will be invited by the editors after evaluating expressions of interest (see timeline below).

The editors invite papers exploring innovative approaches to designing, implementing, and evaluating technology-mediated task-based language teaching and learning. Papers may report on empirical studies or theoretical pieces that challenge our current thinking about TBLT. Quantitative, qualitative, mixed-, and multiple-method designs are welcome. Quantitative studies examining learner process data are especially welcome as are all designs targeting less commonly taught languages, including ASL and other sign languages of the world. Studies relying purely on survey or questionnaire research will not be considered. Full-length manuscripts of no more than 7,500 words (all inclusive) will be invited by the editors after evaluating expressions of interest (see timeline below).

346

Digital Multimodal Composing in the Era of Artificial Intelligence

Q1

Digital Multimodal Composing in the Era of Artificial Intelligence

Developments in generative artificial intelligence (AI) best symbolised by the recent release of openly accessible tools such as ChatGPT have drawn much attention from policymakers, researchers, and educators around the world (Bishop, 2023; Rudolph et al., 2023; Taecharungroj, 2023). Other tools, such as Midjourney and Stable Diffusion, AI programmes that generate high quality images from prompts using natural language descriptions, have also become increasingly used by teachers in schools (Schoolbag, 2023). Given that the power of artificial intelligence technologies is now made available to the average teachers in the classroom, and that more advanced progress is likely to be made in the next few years, it is timely for researchers to examine the implications of this development on teaching and learning of literacy (van Dis et al., 2023). More fundamentally, with such sophisticated automated capabilities now easily available to students, education researchers need to engage with the question of what it means to be literate in an era of artificial intelligence and critically examine the role of generative AI technologies in shaping the teaching and learning of multimodal literacy across different contexts of education and disciplines. The broadening of literacy beyond the focus on language learning to include multimodal communication has been increasingly acknowledged as a necessary curricular and pedagogic shift in today’s digital age (Cope & Kalantzis, 2015; New London Group, 1996; Weninger, 2019). Beyond the privileging of reading and writing in the literacy development of students, the curriculum in many educational systems has expanded to include multimodality. With the integration of multiliteracies in the language classroom, teachers now use a range of multimodal texts as learning resources and are also exploring how to design for more opportunities to have students make meaning with a range of semiotic modes through digital multimodal composing (Burn, 2016; Lim & Nguyen, 2022; Lim & Unsworth, 2023; Unsworth & Mills, 2020).

Developments in generative artificial intelligence (AI) best symbolised by the recent release of openly accessible tools such as ChatGPT have drawn much attention from policymakers, researchers, and educators around the world (Bishop, 2023; Rudolph et al., 2023; Taecharungroj, 2023). Other tools, such as Midjourney and Stable Diffusion, AI programmes that generate high quality images from prompts using natural language descriptions, have also become increasingly used by teachers in schools (Schoolbag, 2023). Given that the power of artificial intelligence technologies is now made available to the average teachers in the classroom, and that more advanced progress is likely to be made in the next few years, it is timely for researchers to examine the implications of this development on teaching and learning of literacy (van Dis et al., 2023). More fundamentally, with such sophisticated automated capabilities now easily available to students, education researchers need to engage with the question of what it means to be literate in an era of artificial intelligence and critically examine the role of generative AI technologies in shaping the teaching and learning of multimodal literacy across different contexts of education and disciplines. The broadening of literacy beyond the focus on language learning to include multimodal communication has been increasingly acknowledged as a necessary curricular and pedagogic shift in today’s digital age (Cope & Kalantzis, 2015; New London Group, 1996; Weninger, 2019). Beyond the privileging of reading and writing in the literacy development of students, the curriculum in many educational systems has expanded to include multimodality. With the integration of multiliteracies in the language classroom, teachers now use a range of multimodal texts as learning resources and are also exploring how to design for more opportunities to have students make meaning with a range of semiotic modes through digital multimodal composing (Burn, 2016; Lim & Nguyen, 2022; Lim & Unsworth, 2023; Unsworth & Mills, 2020).

44

Decolonizing Digital Learning: Equity Through Intentional Course Design

Q1

Decolonizing Digital Learning: Equity Through Intentional Course Design

What’s the purpose of lived experience in assessments? How do we even grade lived experience? These were some of the questions asked by faculty during a departmental presentation focusing on assessment and course design in the ChatGPT era. It got us thinking about the digital divide and how much of the literature focuses on unequal access to digital technology and skills. Whereas the divide seems to go beyond access to impact what counts as knowledge and how it is represented and reshaped by power in distance learning modes. When COVID-19 hit, many educational institutions pivoted to emergency remote teaching (ERT), which allowed learners to learn from anywhere at any time; making open, flexible, and distance learning models even more necessary in the education system. However, ERT amplified the digital divide and inequities among learners during the pandemic. Some governments tried to address this gap within their jurisdictions by giving devices to students who needed them but the lack of access to the appropriate supports (i.e., high-speed internet) and quality use of the technology (i.e., knowing how to navigate the technology) still caused disadvantages for students in completing their online work or attending online classes, thus limiting them from sharing their lived experience. In addition, the digital divide is now prevalent in online exam proctoring software, with the software disproportionately targeting marginalized students. There is also a need for caution when selecting and using online meeting tools, such as Zoom, since personal data from users were sent to Facebook and some classes were hacked by trolls posting offensive and hateful content (Peters et al., 2020). These realities highlight that technologies are not neutral in their development and deployment and as a result could cause unexpected disruptions and inequities in education.

What’s the purpose of lived experience in assessments? How do we even grade lived experience? These were some of the questions asked by faculty during a departmental presentation focusing on assessment and course design in the ChatGPT era. It got us thinking about the digital divide and how much of the literature focuses on unequal access to digital technology and skills. Whereas the divide seems to go beyond access to impact what counts as knowledge and how it is represented and reshaped by power in distance learning modes. When COVID-19 hit, many educational institutions pivoted to emergency remote teaching (ERT), which allowed learners to learn from anywhere at any time; making open, flexible, and distance learning models even more necessary in the education system. However, ERT amplified the digital divide and inequities among learners during the pandemic. Some governments tried to address this gap within their jurisdictions by giving devices to students who needed them but the lack of access to the appropriate supports (i.e., high-speed internet) and quality use of the technology (i.e., knowing how to navigate the technology) still caused disadvantages for students in completing their online work or attending online classes, thus limiting them from sharing their lived experience. In addition, the digital divide is now prevalent in online exam proctoring software, with the software disproportionately targeting marginalized students. There is also a need for caution when selecting and using online meeting tools, such as Zoom, since personal data from users were sent to Facebook and some classes were hacked by trolls posting offensive and hateful content (Peters et al., 2020). These realities highlight that technologies are not neutral in their development and deployment and as a result could cause unexpected disruptions and inequities in education.

275

Are We Ready for School Abolition? Abolition as Educational Praxis

Q1

Are We Ready for School Abolition? Abolition as Educational Praxis

What is, so to speak, the object of abolition? Not so much the abolition of prisons but the abolition of a society that could have prisons ... therefore not abolition as the elimination of anything but abolition as the founding of a new society. (Harney & Moten, 2013, p. 42) What if abolition isn't a shattering thing, not a crashing thing, not a wrecking ball event? ... What if abolition is something that grows? (Gumbs, 2008, p. 145) In 2018, educational scholar David Stovall asked the question, “are we ready for school abolition?” Applied to schools, Harney and Moten’s (2013) comments on prison abolition may push us even further, to imagine the abolition of societies that have produced, reproduced, and relied upon schools to sustain and refine colonialism and white supremacy. Five years later, after both a global pandemic and worldwide uprisings against anti-Black state violence, as well as economic precarity, we return to this potent question with new curiosity.

What is, so to speak, the object of abolition? Not so much the abolition of prisons but the abolition of a society that could have prisons ... therefore not abolition as the elimination of anything but abolition as the founding of a new society. (Harney & Moten, 2013, p. 42) What if abolition isn't a shattering thing, not a crashing thing, not a wrecking ball event? ... What if abolition is something that grows? (Gumbs, 2008, p. 145) In 2018, educational scholar David Stovall asked the question, “are we ready for school abolition?” Applied to schools, Harney and Moten’s (2013) comments on prison abolition may push us even further, to imagine the abolition of societies that have produced, reproduced, and relied upon schools to sustain and refine colonialism and white supremacy. Five years later, after both a global pandemic and worldwide uprisings against anti-Black state violence, as well as economic precarity, we return to this potent question with new curiosity.

356

The Social Role of Colleges in International Perspectives

Q1

The Social Role of Colleges in International Perspectives

This special issue will explore the important role of community colleges, further education colleges, polytechnics, technical and further education institutes, vocational education colleges and similar types of institutions in supporting social, economic, cultural and educational development and social inclusion in their local communities and regions. Colleges and similar educational institutions at the interface of vocational education and training and higher education play a central role in many education systems. Internationally, there are different variations of such institutions: in one case, they form the central site of vocational training; in another, they build on dual vocational training at the secondary level. Depending on the national context, they focus on technical vocational training or cover the entire spectrum of trades, services, social, care or artistic professions. Previous research has focused on the enabling effects of college qualifications (or credentials) at the individual level, e.g., what careers they enable through the award of credentials. The broader impact of such institutions on regions, communities and their cultural and social life or their importance as regional centers are hardly discussed.

This special issue will explore the important role of community colleges, further education colleges, polytechnics, technical and further education institutes, vocational education colleges and similar types of institutions in supporting social, economic, cultural and educational development and social inclusion in their local communities and regions. Colleges and similar educational institutions at the interface of vocational education and training and higher education play a central role in many education systems. Internationally, there are different variations of such institutions: in one case, they form the central site of vocational training; in another, they build on dual vocational training at the secondary level. Depending on the national context, they focus on technical vocational training or cover the entire spectrum of trades, services, social, care or artistic professions. Previous research has focused on the enabling effects of college qualifications (or credentials) at the individual level, e.g., what careers they enable through the award of credentials. The broader impact of such institutions on regions, communities and their cultural and social life or their importance as regional centers are hardly discussed.

170

Accelerated Medical Pathway Programs

Q1

Accelerated Medical Pathway Programs

Over the last decade, medical schools have sought to develop innovative curricula to address the physician workforce shortage, rising medical student debt, and burnout. Several schools developed accelerated, 3-Year MD curricula to address these pressing issues. Many of the programs include not only an accelerated curriculum, but also directed pathway progression into an affiliated residency program. Some schools track learners into family medicine and primary care and others to a wider range of specialties. Accelerated medical pathway programs provide an individualized and efficient curriculum for student participation and remove barriers for progression along the continuum of medical education. As many as a third of US medical schools are in various stages of development of an accelerated curriculum. Increasing knowledge and implementation of these curricula have the potential to redefine traditional medical education. This Article Collection will seek to build on the body of knowledge around accelerated medical pathway programs with attention to types of programs, outcomes, and consideration of perspectives from various stakeholders. It also aims to answer inquiries about student preparation for residency, impact to wellness, and workforce development.

Over the last decade, medical schools have sought to develop innovative curricula to address the physician workforce shortage, rising medical student debt, and burnout. Several schools developed accelerated, 3-Year MD curricula to address these pressing issues. Many of the programs include not only an accelerated curriculum, but also directed pathway progression into an affiliated residency program. Some schools track learners into family medicine and primary care and others to a wider range of specialties. Accelerated medical pathway programs provide an individualized and efficient curriculum for student participation and remove barriers for progression along the continuum of medical education. As many as a third of US medical schools are in various stages of development of an accelerated curriculum. Increasing knowledge and implementation of these curricula have the potential to redefine traditional medical education. This Article Collection will seek to build on the body of knowledge around accelerated medical pathway programs with attention to types of programs, outcomes, and consideration of perspectives from various stakeholders. It also aims to answer inquiries about student preparation for residency, impact to wellness, and workforce development.

65

Equity, Inclusion, Access, and Justice in Biology Education

Q1

Equity, Inclusion, Access, and Justice in Biology Education

To bring attention to Equity, Inclusion, Access, and Justice in biology education, CBE – Life Sciences Education (LSE; http://www.lifescied.org/) will publish a special issue in 2024 highlighting research articles, essays, and features that offer new insights into these topics. As a team of LSE Special Issue Guest Editors, we are passionate and enthusiastic about engaging the LSE community in deepening our collective understanding of Equity, Inclusion, Access, and Justice. A key goal of this special issue is to elevate research that investigates the unique experiences, assets, and resilience of communities impacted by systemic oppression in ways that intentionally marginalize them within the life sciences, biology education and other research, and STEM education. An additional goal of this special issue is to bring the theoretical frameworks, anti-deficit perspectives, methodological approaches, and critical lenses from fields such as higher education, race and resistance studies, gender and sexuality studies, disability justice, and other disciplines to biology education research and to the LSE readership. We welcome authors at all phases of their career, in a variety of professional positions and institutional contexts, and from diverse backgrounds and perspectives.

To bring attention to Equity, Inclusion, Access, and Justice in biology education, CBE – Life Sciences Education (LSE; http://www.lifescied.org/) will publish a special issue in 2024 highlighting research articles, essays, and features that offer new insights into these topics. As a team of LSE Special Issue Guest Editors, we are passionate and enthusiastic about engaging the LSE community in deepening our collective understanding of Equity, Inclusion, Access, and Justice. A key goal of this special issue is to elevate research that investigates the unique experiences, assets, and resilience of communities impacted by systemic oppression in ways that intentionally marginalize them within the life sciences, biology education and other research, and STEM education. An additional goal of this special issue is to bring the theoretical frameworks, anti-deficit perspectives, methodological approaches, and critical lenses from fields such as higher education, race and resistance studies, gender and sexuality studies, disability justice, and other disciplines to biology education research and to the LSE readership. We welcome authors at all phases of their career, in a variety of professional positions and institutional contexts, and from diverse backgrounds and perspectives.

9

Methodological and Theoretical Guidance: Moving Educational Psychology Towards Anti-Racist Bodies of Knowledge

Q1

Methodological and Theoretical Guidance: Moving Educational Psychology Towards Anti-Racist Bodies of Knowledge

The American Psychological Association (2021) and Division 15 have acknowledged their role in promoting and sustaining racism by establishing and participating “in scientific models and approaches rooted in scientific racism.” Although the efforts of APA and Division 15 are needed, scholars must contend with the fact that notions of objectivity and neutrality are illusions that often perpetuate deficit perspectives. Also, embracing a neutral stance encourages researchers to disregard the historical and current impact of racism and discrimination experienced by People of Color. These views are stubborn and tightly woven into the fabric of our field. One relatively recent example of the negative impact of the belief of neutrality is the response to journals increasing the requirement of positionality statements. Among the claims against the practices are that positionality is hindered by subjectivity and undermines “a fundamental tenet of the scientific value system: universalism” (Savolainen, et al., 2023). The real bias, in our view, is pretending as though anything can be objective. As pointed out by Castillo (2023), “All data is collected, analyzed and presented by humans, therefore it cannot be objective. We are inherently biased by our life experiences. The least we can do is acknowledge them.” But the “threats,” “conflicts of interest,” and “futility”

The American Psychological Association (2021) and Division 15 have acknowledged their role in promoting and sustaining racism by establishing and participating “in scientific models and approaches rooted in scientific racism.” Although the efforts of APA and Division 15 are needed, scholars must contend with the fact that notions of objectivity and neutrality are illusions that often perpetuate deficit perspectives. Also, embracing a neutral stance encourages researchers to disregard the historical and current impact of racism and discrimination experienced by People of Color. These views are stubborn and tightly woven into the fabric of our field. One relatively recent example of the negative impact of the belief of neutrality is the response to journals increasing the requirement of positionality statements. Among the claims against the practices are that positionality is hindered by subjectivity and undermines “a fundamental tenet of the scientific value system: universalism” (Savolainen, et al., 2023). The real bias, in our view, is pretending as though anything can be objective. As pointed out by Castillo (2023), “All data is collected, analyzed and presented by humans, therefore it cannot be objective. We are inherently biased by our life experiences. The least we can do is acknowledge them.” But the “threats,” “conflicts of interest,” and “futility”

724

Calling, careers, and career counselling

Q3

Calling, careers, and career counselling

The construct of work as a calling recognizes that some people work not only for money, rewards, promotion or success, but for a deeper sense of meaning. Scholars differ on its precise definition, but a calling “usually refers to a sense of purpose that leads a person toward a personally fulfilling and socially significant engagement with work, sometimes with reference to a spiritual or religious perspective, sometimes to a sense of passion, and sometimes to altruistic values” (Dik, Steger, & Autin, 2020, p. 238). Research has consistently demonstrated that many people perceive a calling (presence), whereas others may not feel a sense of calling in the present moment but are actively looking for it (search). Research also demonstrates that work as calling is associated with well-being for both individuals and organizations (Duffy et al., 2018). Moreover, calling is associated with surprisingly diverse career-related outcomes, showing mostly positive effects but also, in some circumstances, aspects of vulnerability (Bunderson & Thompson, 2009; Dobrow & Tosti-Kharas, 2012; Duffy et al., 2011). For this reason, the conditions and mechanisms that underly the relationship of calling to career-related outcomes deserve more in-depth study (Lysova et al., 2019).

The construct of work as a calling recognizes that some people work not only for money, rewards, promotion or success, but for a deeper sense of meaning. Scholars differ on its precise definition, but a calling “usually refers to a sense of purpose that leads a person toward a personally fulfilling and socially significant engagement with work, sometimes with reference to a spiritual or religious perspective, sometimes to a sense of passion, and sometimes to altruistic values” (Dik, Steger, & Autin, 2020, p. 238). Research has consistently demonstrated that many people perceive a calling (presence), whereas others may not feel a sense of calling in the present moment but are actively looking for it (search). Research also demonstrates that work as calling is associated with well-being for both individuals and organizations (Duffy et al., 2018). Moreover, calling is associated with surprisingly diverse career-related outcomes, showing mostly positive effects but also, in some circumstances, aspects of vulnerability (Bunderson & Thompson, 2009; Dobrow & Tosti-Kharas, 2012; Duffy et al., 2011). For this reason, the conditions and mechanisms that underly the relationship of calling to career-related outcomes deserve more in-depth study (Lysova et al., 2019).

74

Sustainability and the circular economy: The impact on food safety

Q1

Sustainability and the circular economy: The impact on food safety

The need for a globally sustainable food system is imperative to ensure the world’s growing population has access to safe, sufficient, healthy and nutritious food. The circular economy concept is focused on eliminating food waste and food losses, as well as environmental impacts, and is an important element of a truly sustainable food system. New innovations in food science will, however, bring new challenges to the community. Even small changes to how food is grown, manufactured, packaged, stored and transported can have substantial impacts on its safety, and the drive for sustainability and circularity brings massive changes right across the food system from farms to our forks. New technologies bring the potential to solve many existing food safety challenges, but can also introduce new issues or exacerbate existing problems.

The need for a globally sustainable food system is imperative to ensure the world’s growing population has access to safe, sufficient, healthy and nutritious food. The circular economy concept is focused on eliminating food waste and food losses, as well as environmental impacts, and is an important element of a truly sustainable food system. New innovations in food science will, however, bring new challenges to the community. Even small changes to how food is grown, manufactured, packaged, stored and transported can have substantial impacts on its safety, and the drive for sustainability and circularity brings massive changes right across the food system from farms to our forks. New technologies bring the potential to solve many existing food safety challenges, but can also introduce new issues or exacerbate existing problems.

200

Bringing the Brain into Education: The Application of Findings from the Science of Learning to Teacher Training and Development

Q1

Bringing the Brain into Education: The Application of Findings from the Science of Learning to Teacher Training and Development

Bringing the Brain into Education: The Application of Findings from the Science of Learning to Teacher Training and Development Short title: SoL Teacher Training Research on the Science of Learning (SoL), an interdisciplinary approach drawing on diverse fields including neuroscience, cognitive science, psychology, and education, has illuminated our understanding of human learning. Despite considerable interest in the application of findings from research on the SoL to education, including teacher training, few studies have actually investigated the impact of programs designed to achieve this goal. This special issue welcomes the contribution of articles investigating the impact of SoL-informed training, broadly defined, for both pre-service and in-service teachers at all levels of education across the lifespan. We especially encourage the submission of empirical articles that investigate the impact of this training on educational practice or student performance.

Bringing the Brain into Education: The Application of Findings from the Science of Learning to Teacher Training and Development Short title: SoL Teacher Training Research on the Science of Learning (SoL), an interdisciplinary approach drawing on diverse fields including neuroscience, cognitive science, psychology, and education, has illuminated our understanding of human learning. Despite considerable interest in the application of findings from research on the SoL to education, including teacher training, few studies have actually investigated the impact of programs designed to achieve this goal. This special issue welcomes the contribution of articles investigating the impact of SoL-informed training, broadly defined, for both pre-service and in-service teachers at all levels of education across the lifespan. We especially encourage the submission of empirical articles that investigate the impact of this training on educational practice or student performance.

921

Computational thinking in science, technology, engineering, and mathematics (STEM) education: An African perspective

Q3

Computational thinking in science, technology, engineering, and mathematics (STEM) education: An African perspective

This Special Issue focuses on the application of computational thinking (CT) in teaching and learning within the context of science, technology, engineering, and mathematics (STEM) education in Africa. CT as introduced by Wing (2006, p. 8) is “the thought processes involved in formulating a problem and expressing its solution in a way that a computer - human or machine - can effectively carry out”. Recent definitions call for CT to be viewed as more about thinking than computing which involves “searching for ways of processing information that are always incrementally improvable in their efficiency, correctness, and elegance” (Li et al., 2020b, p. 4). The majority of people commonly perceive CT as akin to computing education, however, this assumption is erroneous since computing education primarily focuses on “how computers and computer systems work and how they are designed and programmed” (Berry, 2013, p. 4). Thus, computing education is a field of schooling in which learners can develop CT competencies. As technology continues to increase in significance, its impact on education has become more pronounced, resulting in increased advocacy for the integration of technology-informed pedagogical approaches into STEM education. There has been a fast-growing global call for the incorporation of CT in education in STEM fields (Dolgopolovas & Dagienė, 2021; Kassa & Mekonnen, 2022; Li et al., 2020a). Furthermore, studies have called for research to investigate the incorporation of CT in teacher training courses to equip preservice teachers with the competence to incorporate CT in their practice (Grover & Pea, 2013). These calls have reached African countries, for example, in Ethiopia, Kassa and Mekonnen (2022) assessed how CT was integrated into Ethiopia’s secondary schools’ information and communications technology (ICT) curriculum. Similarly, in South Africa, Bradshaw and Milne (2022) investigated how nine core CT skills could be mapped to the Grades 10–12 mathematics curriculum using the objectives for each topic in the Curriculum and Assessment Policy Statement (CAPS). Ogegbo and Ramnarain (2022) investigated teachers’ perceptions and concerns about the integration of CT in science.

This Special Issue focuses on the application of computational thinking (CT) in teaching and learning within the context of science, technology, engineering, and mathematics (STEM) education in Africa. CT as introduced by Wing (2006, p. 8) is “the thought processes involved in formulating a problem and expressing its solution in a way that a computer - human or machine - can effectively carry out”. Recent definitions call for CT to be viewed as more about thinking than computing which involves “searching for ways of processing information that are always incrementally improvable in their efficiency, correctness, and elegance” (Li et al., 2020b, p. 4). The majority of people commonly perceive CT as akin to computing education, however, this assumption is erroneous since computing education primarily focuses on “how computers and computer systems work and how they are designed and programmed” (Berry, 2013, p. 4). Thus, computing education is a field of schooling in which learners can develop CT competencies. As technology continues to increase in significance, its impact on education has become more pronounced, resulting in increased advocacy for the integration of technology-informed pedagogical approaches into STEM education. There has been a fast-growing global call for the incorporation of CT in education in STEM fields (Dolgopolovas & Dagienė, 2021; Kassa & Mekonnen, 2022; Li et al., 2020a). Furthermore, studies have called for research to investigate the incorporation of CT in teacher training courses to equip preservice teachers with the competence to incorporate CT in their practice (Grover & Pea, 2013). These calls have reached African countries, for example, in Ethiopia, Kassa and Mekonnen (2022) assessed how CT was integrated into Ethiopia’s secondary schools’ information and communications technology (ICT) curriculum. Similarly, in South Africa, Bradshaw and Milne (2022) investigated how nine core CT skills could be mapped to the Grades 10–12 mathematics curriculum using the objectives for each topic in the Curriculum and Assessment Policy Statement (CAPS). Ogegbo and Ramnarain (2022) investigated teachers’ perceptions and concerns about the integration of CT in science.

724

Praxis in guidance and counselling: new frontiers

Q3

Praxis in guidance and counselling: new frontiers

Decades of scholarship, research, and practice have positioned the field of guidance and counselling to continue exploring differing theoretical and cultural world views. Guidance and counselling approaches are configured in complementary ways. They each embrace theoretical, ideological, and methodological perspectives in a move towards newly evolving discourse that often critiques and challenges the ‘status quo’. While academics are frequently engaged in research activities and subsequent dissemination of results through publication, all too often they occur without student and/or practitioner involvement. Contemporary expectations suggest that practitioners will be active contributors to their discipline’s evidence base, but many find it difficult to prioritise research involvement given the gap between day-to-day service delivery and notions of scholarly pursuit. In this Special Issue, we are keen to explore the problem of the “praxis gap,” which can be understood as the epistemological space between academic and practitioner discourses. Praxis is a philosophical concept in which learning is realised through the process of action, reflection, and change. The word praxis is Greek for “practice,” “action,” or “doing.” It was first described by the Greek philosopher Aristotle, who considered it one of the three basic attributes of humans. New and emerging concepts help to theorise how professional guidance and counselling can contribute to practice change, by fostering praxis and critical praxis, and gaining a better understanding of how system frameworks operate in differing parts of the world. The scholar Paulo Freire noted it is not enough for people to come together in dialogue to gain knowledge of their social reality. Instead, they must act together upon their environment in order critically to reflect upon their reality and so transform it through further action and reflexive practice (Cunliffe, 2016). In essence, the process is dialectical - moving from action to reflection and from reflection to new action.

Decades of scholarship, research, and practice have positioned the field of guidance and counselling to continue exploring differing theoretical and cultural world views. Guidance and counselling approaches are configured in complementary ways. They each embrace theoretical, ideological, and methodological perspectives in a move towards newly evolving discourse that often critiques and challenges the ‘status quo’. While academics are frequently engaged in research activities and subsequent dissemination of results through publication, all too often they occur without student and/or practitioner involvement. Contemporary expectations suggest that practitioners will be active contributors to their discipline’s evidence base, but many find it difficult to prioritise research involvement given the gap between day-to-day service delivery and notions of scholarly pursuit. In this Special Issue, we are keen to explore the problem of the “praxis gap,” which can be understood as the epistemological space between academic and practitioner discourses. Praxis is a philosophical concept in which learning is realised through the process of action, reflection, and change. The word praxis is Greek for “practice,” “action,” or “doing.” It was first described by the Greek philosopher Aristotle, who considered it one of the three basic attributes of humans. New and emerging concepts help to theorise how professional guidance and counselling can contribute to practice change, by fostering praxis and critical praxis, and gaining a better understanding of how system frameworks operate in differing parts of the world. The scholar Paulo Freire noted it is not enough for people to come together in dialogue to gain knowledge of their social reality. Instead, they must act together upon their environment in order critically to reflect upon their reality and so transform it through further action and reflexive practice (Cunliffe, 2016). In essence, the process is dialectical - moving from action to reflection and from reflection to new action.

1136

Jewish Early Childhood Education

Q4

Jewish Early Childhood Education

This special issue is intended to highlight three distinct areas of Jewish early childhood education: Early childhood learners (including but not limited to research focused on how early childhood learners develop theories about Judaism, Jewish communities, and/or Jewish education) Early childhood educators (including but not limited to research focused on the professional and pedagogical practices and professional learning of educators in Jewish early childhood institutions) Early childhood institutions (including but not limited to research about financial sustainability, organizational structure, and/or educational ideologies of Jewish early childhood institutions) Other topics relevant to the theory and practice of early childhood Jewish education (e.g. parent and family education within the context of Jewish early childhood institutions, historical analyses of the Jewish early childhood landscape, or the role of Hebrew language learning in Jewish early childhood education) would also be appropriate to submit to this special issue. All research must be empirically grounded but can use any qualitative, quantitative, or historiographical research methods that are appropriate for the research question(s).

This special issue is intended to highlight three distinct areas of Jewish early childhood education: Early childhood learners (including but not limited to research focused on how early childhood learners develop theories about Judaism, Jewish communities, and/or Jewish education) Early childhood educators (including but not limited to research focused on the professional and pedagogical practices and professional learning of educators in Jewish early childhood institutions) Early childhood institutions (including but not limited to research about financial sustainability, organizational structure, and/or educational ideologies of Jewish early childhood institutions) Other topics relevant to the theory and practice of early childhood Jewish education (e.g. parent and family education within the context of Jewish early childhood institutions, historical analyses of the Jewish early childhood landscape, or the role of Hebrew language learning in Jewish early childhood education) would also be appropriate to submit to this special issue. All research must be empirically grounded but can use any qualitative, quantitative, or historiographical research methods that are appropriate for the research question(s).