233

Diploma Mills, Fake Degrees, Admissions Fraud, and Credential Fraud

Q1

In this special issue, we invite articles that extend the conversation started in Fake Degrees and Fraudulent Credentials in Higher Education (Eaton, Carmichael & Pethrick, eds.). Topics may include, but are not limited to: Diploma mills and degree mills Predatory educational programs and schools Fake and fraudulent degrees Accreditation mills and accreditation fraud Admissions fraud Transcript tampering Fraud in standardized testing (e.g., language proficiency tests) The societal impact of fake, fraudulent, and questionable credentials As a transdisciplinary publication, the International Journal for Educational Integrity invites submissions from across disciplines that employ a variety of research methodologies. Submissions must be evidence-based and grounded in scholarly literature. All submissions undergo double-anonymized peer review.

Diploma Mills, Fake Degrees, Admissions Fraud, and Credential Fraud

In this special issue, we invite articles that extend the conversation started in Fake Degrees and Fraudulent Credentials in Higher Education (Eaton, Carmichael & Pethrick, eds.). Topics may include, but are not limited to: Diploma mills and degree mills Predatory educational programs and schools Fake and fraudulent degrees Accreditation mills and accreditation fraud Admissions fraud Transcript tampering Fraud in standardized testing (e.g., language proficiency tests) The societal impact of fake, fraudulent, and questionable credentials As a transdisciplinary publication, the International Journal for Educational Integrity invites submissions from across disciplines that employ a variety of research methodologies. Submissions must be evidence-based and grounded in scholarly literature. All submissions undergo double-anonymized peer review.

233

Artificial Intelligence: Ethical Implications for Teaching, Learning, Assessment, Science, and Research

Q1

The full impact of artificial intelligence tools (e.g., GPT-3, ChatGPT, DALL-E) on teaching, learning, and assessment is evolving rapidly. By extension, questions arise about the ethical implications of artificial intelligence tools used for writing, coding, fine arts, and other educational applications. In this thematic collection, we welcome papers regarding the impact of artificial intelligence on academic integrity. We define academic integrity broadly, including but not limited to student conduct, ethical teaching, ethical feedback and assessment, and the ethical application and development of new technologies for learning.

Artificial Intelligence: Ethical Implications for Teaching, Learning, Assessment, Science, and Research

The full impact of artificial intelligence tools (e.g., GPT-3, ChatGPT, DALL-E) on teaching, learning, and assessment is evolving rapidly. By extension, questions arise about the ethical implications of artificial intelligence tools used for writing, coding, fine arts, and other educational applications. In this thematic collection, we welcome papers regarding the impact of artificial intelligence on academic integrity. We define academic integrity broadly, including but not limited to student conduct, ethical teaching, ethical feedback and assessment, and the ethical application and development of new technologies for learning.

669

Localities and Regions in Religions and Worldviews Education

Q2

Religious education policy and practice in many countries is not only determined by the state or the school but by or in response to an intermediate context. This special issue of the Journal of Beliefs and Values seeks to explore how religions and worldview education is (or has previously) been determined/shaped and adapted in relation to locality or region. The call is timely at it is roughly a century since the publication of the first locally agreed syllabuses in England, the West Riding of Yorkshire in 1922, then Cambridgeshire in 1924. Indeed, locally agreed syllabuses from 1944 became the statutory mechanism for determining the religious education curriculum in England (Fancourt 2022), thus becoming the vehicle for the subject’s definition and content historically and over time (Parker & Freathy 2011; 2012). Moreover, in response to wider cultural and educational change this legal, locally negotiated framework became the locus for, and facilitated, new developments in the subject, such as the introduction of ‘world religions’ and Humanist perspectives (Watson 2010). Likewise, other countries have regional structures for the subject. For instance, the different Länder in Germany each determine its own form of the subject, and respond differently to particular local differences (Euchner 2018). The region of Alsace-Lorraine in France, which maintains a confessional selective model, unlike the laic model of the rest of France (Demissy 2009), is both a historical anomaly, but also a policy alternative. In Indonesia, the contexts of different islands and regions are relevant, so that Islamic education can be different in predominantly Hindu Bali to the rest of the islands (Saihu & Sarnoto 2020). Further, confessional models of religious education are often organised regionally, e.g., through church dioceses. These variations in the nature of religious education at a local level around the globe raise theoretical questions, about framing of the subject at the micro, meso and macro- levels (e.g., Berglund et al. 2016), and about the relationship between central government and local need. In the English context, it begs questions about the necessity of a central determinacy of the subject, recently recommended by the Commission on Religious Education. Comparisons across national jurisdictions through the lens of the local e.g., Franken’s (2020) study of Flanders in Belgium and Quebec in Canada have the potential to reveal interesting things about the dynamics of curriculum formation, amongst other things.

Localities and Regions in Religions and Worldviews Education

Religious education policy and practice in many countries is not only determined by the state or the school but by or in response to an intermediate context. This special issue of the Journal of Beliefs and Values seeks to explore how religions and worldview education is (or has previously) been determined/shaped and adapted in relation to locality or region. The call is timely at it is roughly a century since the publication of the first locally agreed syllabuses in England, the West Riding of Yorkshire in 1922, then Cambridgeshire in 1924. Indeed, locally agreed syllabuses from 1944 became the statutory mechanism for determining the religious education curriculum in England (Fancourt 2022), thus becoming the vehicle for the subject’s definition and content historically and over time (Parker & Freathy 2011; 2012). Moreover, in response to wider cultural and educational change this legal, locally negotiated framework became the locus for, and facilitated, new developments in the subject, such as the introduction of ‘world religions’ and Humanist perspectives (Watson 2010). Likewise, other countries have regional structures for the subject. For instance, the different Länder in Germany each determine its own form of the subject, and respond differently to particular local differences (Euchner 2018). The region of Alsace-Lorraine in France, which maintains a confessional selective model, unlike the laic model of the rest of France (Demissy 2009), is both a historical anomaly, but also a policy alternative. In Indonesia, the contexts of different islands and regions are relevant, so that Islamic education can be different in predominantly Hindu Bali to the rest of the islands (Saihu & Sarnoto 2020). Further, confessional models of religious education are often organised regionally, e.g., through church dioceses. These variations in the nature of religious education at a local level around the globe raise theoretical questions, about framing of the subject at the micro, meso and macro- levels (e.g., Berglund et al. 2016), and about the relationship between central government and local need. In the English context, it begs questions about the necessity of a central determinacy of the subject, recently recommended by the Commission on Religious Education. Comparisons across national jurisdictions through the lens of the local e.g., Franken’s (2020) study of Flanders in Belgium and Quebec in Canada have the potential to reveal interesting things about the dynamics of curriculum formation, amongst other things.

1078

Rethinking the teaching of Science, Technology, Engineering and Mathematics (STEM) subjects through arts-based and participatory methodologies

Q4

Research has consistently reported poor performance in STEM (Science, Technology, Engineering and Mathematics) subjects when compared to other subjects (Case, Marshall and Grayson, 2013) This consistent poor performance has resulted in learners and people in general, perceiving STEM subjects as being difficult to learn. One reason for this perceived difficulty is the poor epistemological access which is mostly linked to a variety of classroom-based factors including pedagogical approaches that alienate learners from the subject (Tikly, Joubert, et al, 2018). This perceived difficulty of the subjects causes fear among learners to enrol for them at high school and consequently at university. This perception created a trend which has led to scarcity of people studying STEM subjects in general. Further, the perception has led to a comparably lower enrolment of females in STEM subjects across all levels of education (Anayaa, Stafford, and Zamarroa, 2021). Ultimately, each academic year, South Africa and other African countries bemoan the poor performance of matric and secondary school students in STEM subjects and the scarcity of a skilled workforce in STEM specialisations (Case, Marshall and Grayson, 2013).

Rethinking the teaching of Science, Technology, Engineering and Mathematics (STEM) subjects through arts-based and participatory methodologies

Research has consistently reported poor performance in STEM (Science, Technology, Engineering and Mathematics) subjects when compared to other subjects (Case, Marshall and Grayson, 2013) This consistent poor performance has resulted in learners and people in general, perceiving STEM subjects as being difficult to learn. One reason for this perceived difficulty is the poor epistemological access which is mostly linked to a variety of classroom-based factors including pedagogical approaches that alienate learners from the subject (Tikly, Joubert, et al, 2018). This perceived difficulty of the subjects causes fear among learners to enrol for them at high school and consequently at university. This perception created a trend which has led to scarcity of people studying STEM subjects in general. Further, the perception has led to a comparably lower enrolment of females in STEM subjects across all levels of education (Anayaa, Stafford, and Zamarroa, 2021). Ultimately, each academic year, South Africa and other African countries bemoan the poor performance of matric and secondary school students in STEM subjects and the scarcity of a skilled workforce in STEM specialisations (Case, Marshall and Grayson, 2013).

154

Special Issue on AIED in the Global South

Q1

Since the United Nations Declaration of Human Rights, the expansion of educational opportunity globally has been spectacular (Carney, 2022), on which humanity moved from 45% of access to Education in 1948 to 95% in 2022. Although the Global Educational Movement has progressed to promote the expansion of educational opportunities, the challenge we face nowadays is also manifold, such as quality of education (Schleicher, 2018), the well-being of students and teachers (Bai et al., 2021), availability of technological and educational resources (Reimers et al., 2021), lack of digital capabilities of the teachers (Tal, 2019), and so on. We are not only living in an unequal educational system, but the learning poverty (Bank, 2022) and inequality are increasing in the last decade and deepen during the Covid-19 pandemic (Reimers et al., 2022; Reimers, 2022). The situation is even more dramatic when we talk about the Global South, which has most of the low-middle-income countries in the world. The challenges in Global South Education involve (Carney, 2022): a high number of nonliterate people, a high number of students still in primary education, a high number of adolescents and youths out of secondary school, a high gender gap, and so on. The digital divide is one of the challenges that is deepening even more the inequality between the Global South and Global North. Digital Divide implies worldwide explosive growth of the Internet, but data has shown it is an uneven, multidimensional phenomenon (Calzada & Cobo, 2015). Indeed, technological innovations have transformed different sectors of the economy, promoting more development and embedding value in the chain worldwide by facilitating collective action in the direction of peace, justice, and sustainability.

Special Issue on AIED in the Global South

Since the United Nations Declaration of Human Rights, the expansion of educational opportunity globally has been spectacular (Carney, 2022), on which humanity moved from 45% of access to Education in 1948 to 95% in 2022. Although the Global Educational Movement has progressed to promote the expansion of educational opportunities, the challenge we face nowadays is also manifold, such as quality of education (Schleicher, 2018), the well-being of students and teachers (Bai et al., 2021), availability of technological and educational resources (Reimers et al., 2021), lack of digital capabilities of the teachers (Tal, 2019), and so on. We are not only living in an unequal educational system, but the learning poverty (Bank, 2022) and inequality are increasing in the last decade and deepen during the Covid-19 pandemic (Reimers et al., 2022; Reimers, 2022). The situation is even more dramatic when we talk about the Global South, which has most of the low-middle-income countries in the world. The challenges in Global South Education involve (Carney, 2022): a high number of nonliterate people, a high number of students still in primary education, a high number of adolescents and youths out of secondary school, a high gender gap, and so on. The digital divide is one of the challenges that is deepening even more the inequality between the Global South and Global North. Digital Divide implies worldwide explosive growth of the Internet, but data has shown it is an uneven, multidimensional phenomenon (Calzada & Cobo, 2015). Indeed, technological innovations have transformed different sectors of the economy, promoting more development and embedding value in the chain worldwide by facilitating collective action in the direction of peace, justice, and sustainability.

179

Generative Artificial Intelligence in Education: Theories, Technologies, and Applications

Q1

Generative Artificial Intelligence (GAI) applications, such as ChatGPT and Midjourney, have attracted much attention from educators and researchers in the globe. Using GAI applications, text, images or drawings can be created following users’ requests or commends. Some generated contents are even indistinguishable from those developed by human experts. The quality of the generated contents is impressive; on the other hand, the possible problems caused by the misuse of GAI also lead to serious concerns. Some publishers have already announced guidelines to respond the use of GAI applications for academic publications. For example, authors must take responsibility of using GAI applications when conducting research and writing papers to ensure the correctness and quality of the published articles; moreover, GAI applications can only serve as research or learning tools rather than a co-author of an Article.

Generative Artificial Intelligence in Education: Theories, Technologies, and Applications

Generative Artificial Intelligence (GAI) applications, such as ChatGPT and Midjourney, have attracted much attention from educators and researchers in the globe. Using GAI applications, text, images or drawings can be created following users’ requests or commends. Some generated contents are even indistinguishable from those developed by human experts. The quality of the generated contents is impressive; on the other hand, the possible problems caused by the misuse of GAI also lead to serious concerns. Some publishers have already announced guidelines to respond the use of GAI applications for academic publications. For example, authors must take responsibility of using GAI applications when conducting research and writing papers to ensure the correctness and quality of the published articles; moreover, GAI applications can only serve as research or learning tools rather than a co-author of an Article.

324

Emotions in Engineering Education: Widening perspectives in a rapidly growing field of research

Q1

Emotions play an important role in teaching and learning in engineering education, and interest in the topic is rapidly increasing. However, the emerging body of research on emotions in engineering education is dispersed and few authors cite work from others in the field (Lönngren et al., forthcoming). In addition, the scope of existing research is rather narrow (Lönngren et al., 2023): a large majority of the published studies focuses on emotional intelligence and other socio-emotional competencies (e.g., Bhave et al., 2020; Lappalainen, 2015), followed by research on empathy (e.g., Bairaktarova & Plumlee, 2022; Hess et al., 2020; Walther et al., 2017), anxiety (e.g., Bellinger et al., 2015; Ecciux Wellmann & Barragán G., 2016), and academic emotions (e.g., Fritzsche et al., 2018; Villavicencio, 2011). Further, most research has been conducted in higher education contexts, indicating important research gaps in primary, secondary, and non-formal education (Lönngren, Bellocchi, et al., 2021). Explicit engagement with theories of emotion is today rare and typically limited to cognitive appraisal theories of emotion (Lönngren et al., forthcoming), such as multi-componential theory (Scherer, 2005) and control-value theory (Pekrun, 2006). Research employing sociological and critical perspectives is largely absent, even though such theories are commonly used to in the wider education literature (Chubbuck & Zembylas, 2008; Zembylas & Schutz, 2016). For example, Hochschild’s (1979, 1983) work on feeling rules (norms regarding which emotions one is expected to feel and express) and emotional labor (the effort one exerts to express “appropriate” emotions at work) has lately received increasing attention in the sociological education literature (Wang et al., 2019).

Emotions in Engineering Education: Widening perspectives in a rapidly growing field of research

Emotions play an important role in teaching and learning in engineering education, and interest in the topic is rapidly increasing. However, the emerging body of research on emotions in engineering education is dispersed and few authors cite work from others in the field (Lönngren et al., forthcoming). In addition, the scope of existing research is rather narrow (Lönngren et al., 2023): a large majority of the published studies focuses on emotional intelligence and other socio-emotional competencies (e.g., Bhave et al., 2020; Lappalainen, 2015), followed by research on empathy (e.g., Bairaktarova & Plumlee, 2022; Hess et al., 2020; Walther et al., 2017), anxiety (e.g., Bellinger et al., 2015; Ecciux Wellmann & Barragán G., 2016), and academic emotions (e.g., Fritzsche et al., 2018; Villavicencio, 2011). Further, most research has been conducted in higher education contexts, indicating important research gaps in primary, secondary, and non-formal education (Lönngren, Bellocchi, et al., 2021). Explicit engagement with theories of emotion is today rare and typically limited to cognitive appraisal theories of emotion (Lönngren et al., forthcoming), such as multi-componential theory (Scherer, 2005) and control-value theory (Pekrun, 2006). Research employing sociological and critical perspectives is largely absent, even though such theories are commonly used to in the wider education literature (Chubbuck & Zembylas, 2008; Zembylas & Schutz, 2016). For example, Hochschild’s (1979, 1983) work on feeling rules (norms regarding which emotions one is expected to feel and express) and emotional labor (the effort one exerts to express “appropriate” emotions at work) has lately received increasing attention in the sociological education literature (Wang et al., 2019).

599

Positive Psychology in Language Teaching: Delving into Factors that may Foster/Hinder Language Teacher Well-being

Q2

Research in applied linguistics has been led by cognitive theories for a significant portion of its existence. In recent years, investigators grew increasingly fascinated by the significance of emotions in language learning and instruction, over and above the related frameworks such as motivation, anxiety, and burnout. More precisely, there has been a significant change away from a sole emphasis on issues in general psychology due to the rising popularity of Positive Psychology (PP) in the previous two decades. Thereafter, schools and universities were encouraged to use PP treatments to enhance teachers’ and students' well-being by bolstering their experiences of flow, growth, enthusiasm, ingenuity, enjoyment, tenacity, and resilience. Post-Covid 19 era introduce new challenges and setbacks in language learning and teaching. To maintain language teaching and learning appropriate to the students’ requirements, language instructors have to remain ahead of all these advancements and changes going place both inside and outside the classroom. Maintaining the pace with change has always been a struggle that calls for more research and practical attention. To be able to adapt to these dynamic demands and to be able to redesign, it is crucial to immunize teachers with effective attributes. Recovering from the impacts of COVID-19 and adapting to new normal needs policy makers, educational innovators, and education professionals to endeavor in perceiving impediments as possibilities.

Positive Psychology in Language Teaching: Delving into Factors that may Foster/Hinder Language Teacher Well-being

Research in applied linguistics has been led by cognitive theories for a significant portion of its existence. In recent years, investigators grew increasingly fascinated by the significance of emotions in language learning and instruction, over and above the related frameworks such as motivation, anxiety, and burnout. More precisely, there has been a significant change away from a sole emphasis on issues in general psychology due to the rising popularity of Positive Psychology (PP) in the previous two decades. Thereafter, schools and universities were encouraged to use PP treatments to enhance teachers’ and students' well-being by bolstering their experiences of flow, growth, enthusiasm, ingenuity, enjoyment, tenacity, and resilience. Post-Covid 19 era introduce new challenges and setbacks in language learning and teaching. To maintain language teaching and learning appropriate to the students’ requirements, language instructors have to remain ahead of all these advancements and changes going place both inside and outside the classroom. Maintaining the pace with change has always been a struggle that calls for more research and practical attention. To be able to adapt to these dynamic demands and to be able to redesign, it is crucial to immunize teachers with effective attributes. Recovering from the impacts of COVID-19 and adapting to new normal needs policy makers, educational innovators, and education professionals to endeavor in perceiving impediments as possibilities.

179

Reinventing pedagogies and practices of 3D Multi-User Virtual Environments (MUVEs) with the rise of blended learning

Q1

Online multi-user virtual environments (MUVEs) have been in use since the late 1970s. They have been referred to as MUDs (Multi-User Dungeons), MOOs (MUD, object-oriented), and MMORPGs (Massively-Multiplayer Online Role-Playing Games) (Dickey, 2003; Tüzün, 2006). These environments have recently been called immersive virtual worlds. Technologies such as virtual reality (VR), augmented reality, mixed reality, and blockchain continue to change 3D MUVEs. It is currently well understood that 3D MUVEs are becoming more feasible every day with faster Internet connection and devices with high processing capacity. 3D MUVEs now offer a more “immersive” experience using VR headsets. Several tech companies have now created their own metaverses. However, it is the pedagogical use of new technologies in the context of learning environments that is central to their success. If pedagogical approaches are not included in the design of 3D MUVEs, these environments will turn into ephemeral “Virtual Ghost Towns.” In this context, not only the tool used in these environments but also the pedagogical approaches implemented with the tool come to the fore (Doğan & Tüzün, 2022). All in all, in spite of the fact that there are some educational commentaries heralding a promising outlook pertaining to them (e.g., Hwang, 2023; Tlili et al., 2022), the academic community needs a greater focus on pedagogical approaches utilizing 3D MUVEs.

Reinventing pedagogies and practices of 3D Multi-User Virtual Environments (MUVEs) with the rise of blended learning

Online multi-user virtual environments (MUVEs) have been in use since the late 1970s. They have been referred to as MUDs (Multi-User Dungeons), MOOs (MUD, object-oriented), and MMORPGs (Massively-Multiplayer Online Role-Playing Games) (Dickey, 2003; Tüzün, 2006). These environments have recently been called immersive virtual worlds. Technologies such as virtual reality (VR), augmented reality, mixed reality, and blockchain continue to change 3D MUVEs. It is currently well understood that 3D MUVEs are becoming more feasible every day with faster Internet connection and devices with high processing capacity. 3D MUVEs now offer a more “immersive” experience using VR headsets. Several tech companies have now created their own metaverses. However, it is the pedagogical use of new technologies in the context of learning environments that is central to their success. If pedagogical approaches are not included in the design of 3D MUVEs, these environments will turn into ephemeral “Virtual Ghost Towns.” In this context, not only the tool used in these environments but also the pedagogical approaches implemented with the tool come to the fore (Doğan & Tüzün, 2022). All in all, in spite of the fact that there are some educational commentaries heralding a promising outlook pertaining to them (e.g., Hwang, 2023; Tlili et al., 2022), the academic community needs a greater focus on pedagogical approaches utilizing 3D MUVEs.

616

Harnessing the Power of Technological Tools for Enhanced Language Education

Q2

In today's increasingly digital world, technology has revolutionized various aspects of our lives, including language education. A variety of technologies from computer-assisted language learning (CALL) software to mobile applications, virtual reality (VR) platforms, and online collaboration tools have been used to support different aspects of language education, such as vocabulary acquisition, grammar instruction, listening and speaking practice, reading comprehension, and writing skills. These technological advancements offer new avenues for language learners to improve their linguistic skills, expand their cultural understanding, and develop communicative competence. However, there are several noteworthy issues that require further investigation on technology-enhance language education. Firstly, understanding the long-term impact of technology integration on language learning is essential to determine whether learners are able to retain and transfer their language proficiency to real-world contexts beyond the classroom. Secondly, the development of digital literacy within the language education context also requires further exploration to empower language learners to become discerning users of technology. Thirdly, equity and access remain pressing issues in technology-enhanced language education. Exploring strategies to ensure equitable access for learners from diverse backgrounds, including under-resourced areas and marginalized communities, is imperative to promote inclusivity in language learning. Lastly, research exploring innovative approaches to evaluation and assessment specifically tailored to technology-rich language learning environments is necessary to enable language educators to capture the complex language skills and accurately measure and evaluate learner progress and language proficiency. Addressing these issues will not only help researchers improve and refine learning and teaching theories but also offer practical implications for practitioners in language education. For researchers, the insights gained from this special issue will advance the utilization of research methodologies in language education research, such as employing advanced research methods like data mining, natural language processing, and learning analytics for data collection, analysis, and interpretation. Additionally, this special issue will shape pedagogical approaches, instructional models, and frameworks to create user-friendly, effective, and pedagogically sound technologies for language learners. For practitioners, this special issue will guide the selection of appropriate technology tools in language education, the design of effective instructional practices that promote meaningful language learning outcomes, the creation of inclusive learning environments that address the digital divide, and the implementation of interventions that provide equal opportunities for language learners from diverse backgrounds.

Harnessing the Power of Technological Tools for Enhanced Language Education

In today's increasingly digital world, technology has revolutionized various aspects of our lives, including language education. A variety of technologies from computer-assisted language learning (CALL) software to mobile applications, virtual reality (VR) platforms, and online collaboration tools have been used to support different aspects of language education, such as vocabulary acquisition, grammar instruction, listening and speaking practice, reading comprehension, and writing skills. These technological advancements offer new avenues for language learners to improve their linguistic skills, expand their cultural understanding, and develop communicative competence. However, there are several noteworthy issues that require further investigation on technology-enhance language education. Firstly, understanding the long-term impact of technology integration on language learning is essential to determine whether learners are able to retain and transfer their language proficiency to real-world contexts beyond the classroom. Secondly, the development of digital literacy within the language education context also requires further exploration to empower language learners to become discerning users of technology. Thirdly, equity and access remain pressing issues in technology-enhanced language education. Exploring strategies to ensure equitable access for learners from diverse backgrounds, including under-resourced areas and marginalized communities, is imperative to promote inclusivity in language learning. Lastly, research exploring innovative approaches to evaluation and assessment specifically tailored to technology-rich language learning environments is necessary to enable language educators to capture the complex language skills and accurately measure and evaluate learner progress and language proficiency. Addressing these issues will not only help researchers improve and refine learning and teaching theories but also offer practical implications for practitioners in language education. For researchers, the insights gained from this special issue will advance the utilization of research methodologies in language education research, such as employing advanced research methods like data mining, natural language processing, and learning analytics for data collection, analysis, and interpretation. Additionally, this special issue will shape pedagogical approaches, instructional models, and frameworks to create user-friendly, effective, and pedagogically sound technologies for language learners. For practitioners, this special issue will guide the selection of appropriate technology tools in language education, the design of effective instructional practices that promote meaningful language learning outcomes, the creation of inclusive learning environments that address the digital divide, and the implementation of interventions that provide equal opportunities for language learners from diverse backgrounds.

927

Pedagogies of Conspirituality

Q3

This special issue aims to curate a series of articles exploring the public pedagogies enacted within, through, and across conspirituality movements. The term “conspirituality” (conspiracy + spirituality) was initially coined by sociologists Charlotte Ward and David Voas (2011) to describe the intersection of conspiracy theories and New Age spirituality. Ward and Voas (2011) define the term and concept as: a rapidly growing web movement expressing an ideology fueled by political disillusionment and the popularity of alternative worldviews. It has international celebrities, bestsellers, radio and TV stations. It offers a broad politico-spiritual philosophy based on two core convictions, the first traditional to conspiracy theory, the second rooted in the New Age: 1) a secret group covertly controls, or is trying to control, the political and social order, and 2) humanity is undergoing a ‘paradigm shift’ in consciousness. Proponents believe that the best strategy for dealing with the threat of a totalitarian ‘new world order’ is to act in accordance with an awakened ‘new paradigm’ worldview. (p. 103) More recently, Beres, Remski, and Walker (2023) have characterized conspirituality as an online religion that “fuses two faith claims: 1) the world is possessed by evil forces and, 2) those who see this clearly are called to foster, in themselves and others, a new spiritual paradigm” (p. 8).

Pedagogies of Conspirituality

This special issue aims to curate a series of articles exploring the public pedagogies enacted within, through, and across conspirituality movements. The term “conspirituality” (conspiracy + spirituality) was initially coined by sociologists Charlotte Ward and David Voas (2011) to describe the intersection of conspiracy theories and New Age spirituality. Ward and Voas (2011) define the term and concept as: a rapidly growing web movement expressing an ideology fueled by political disillusionment and the popularity of alternative worldviews. It has international celebrities, bestsellers, radio and TV stations. It offers a broad politico-spiritual philosophy based on two core convictions, the first traditional to conspiracy theory, the second rooted in the New Age: 1) a secret group covertly controls, or is trying to control, the political and social order, and 2) humanity is undergoing a ‘paradigm shift’ in consciousness. Proponents believe that the best strategy for dealing with the threat of a totalitarian ‘new world order’ is to act in accordance with an awakened ‘new paradigm’ worldview. (p. 103) More recently, Beres, Remski, and Walker (2023) have characterized conspirituality as an online religion that “fuses two faith claims: 1) the world is possessed by evil forces and, 2) those who see this clearly are called to foster, in themselves and others, a new spiritual paradigm” (p. 8).

170

Disability Studies in Medical Education: Challenging Barriers to Care and Participation

Q1

Disability Studies help to shift the focus from impaired individual bodies to socio-cultural aspects of ability. Thus, the field helps health professional educators and students rethink the so-called medical model of disability. The approaches and core concepts bring to the fore systemic barriers, both attitudinal or environmental in nature, that frame our understanding of the able body and cause disablement in the first place. The practice of healthcare as taught in most professional schools is centred around curative healthcare. Practitioners are taught to care for individuals with disabilities as impaired bodies rather than fully identified human beings who may experience the world differently but who are valued members of society. Underlying the curriculum is still the medical model of disability which fosters ableism, exclusion, and power hierarchies. The model is ubiquitous in medical discourse and informs all aspects of clinical practice – diagnosis, prognosis, ethical considerations such as access to care and allocation of resources. Healthcare professionals through the medical model have been given tremendous power in the lives of people with disabilities as “gate keepers” of diagnosis, and access to services.

Disability Studies in Medical Education: Challenging Barriers to Care and Participation

Disability Studies help to shift the focus from impaired individual bodies to socio-cultural aspects of ability. Thus, the field helps health professional educators and students rethink the so-called medical model of disability. The approaches and core concepts bring to the fore systemic barriers, both attitudinal or environmental in nature, that frame our understanding of the able body and cause disablement in the first place. The practice of healthcare as taught in most professional schools is centred around curative healthcare. Practitioners are taught to care for individuals with disabilities as impaired bodies rather than fully identified human beings who may experience the world differently but who are valued members of society. Underlying the curriculum is still the medical model of disability which fosters ableism, exclusion, and power hierarchies. The model is ubiquitous in medical discourse and informs all aspects of clinical practice – diagnosis, prognosis, ethical considerations such as access to care and allocation of resources. Healthcare professionals through the medical model have been given tremendous power in the lives of people with disabilities as “gate keepers” of diagnosis, and access to services.

626

Digital Technology in PK-20 Mathematics Education

Q2

Just as advances in mathematics research often depend on the methods of calculation available, the effectiveness of mathematics education theories and success of mathematics teaching methods nowadays depend on our knowledge and understanding of how digital technology can support mathematical learning. The aim of this special issue is to collect scholarly reports on the effective use of digital technology within the wide range of experiences, grade levels, and curricular topics. Of a special interest are submissions that demonstrate the duality of mathematics learning and technology use in the sense that whereas digital technology does enable an easy path to mathematical knowledge, mathematics itself can be used to improve the efficiency of computations, which, in turn, enable better access to new mathematical ideas and concepts.

Digital Technology in PK-20 Mathematics Education

Just as advances in mathematics research often depend on the methods of calculation available, the effectiveness of mathematics education theories and success of mathematics teaching methods nowadays depend on our knowledge and understanding of how digital technology can support mathematical learning. The aim of this special issue is to collect scholarly reports on the effective use of digital technology within the wide range of experiences, grade levels, and curricular topics. Of a special interest are submissions that demonstrate the duality of mathematics learning and technology use in the sense that whereas digital technology does enable an easy path to mathematical knowledge, mathematics itself can be used to improve the efficiency of computations, which, in turn, enable better access to new mathematical ideas and concepts.

1345

CONFERENCE- People, Education, and Technology for a Sustainable Future

Q4

The e-Learning & Innovative Pedagogies Research Network is brought together around a common concern for new technologies in learning and an interest to explore possibilities for innovative pedagogies. We seek to build an epistemic community where we can make linkages across disciplinary geographic and cultural boundaries. As a Research Network we are defined by our scope and concerns and motivated to build strategies for action framed by our shared themes and tensions.

CONFERENCE- People, Education, and Technology for a Sustainable Future

The e-Learning & Innovative Pedagogies Research Network is brought together around a common concern for new technologies in learning and an interest to explore possibilities for innovative pedagogies. We seek to build an epistemic community where we can make linkages across disciplinary geographic and cultural boundaries. As a Research Network we are defined by our scope and concerns and motivated to build strategies for action framed by our shared themes and tensions.

369

Trust in and through Academic Development

Q2

Trust is an under-researched topic in higher education (Tierney, 2006; Hagenaur & Volet, 2014) even though we know it is essential for effective learning and teaching relationships (Beltrano et al., 2021; Carless, 2012; Felten & Lambert, 2020; Pedersen et al., 2022). Some recent research on trust in higher education has been published with Gibbs (2018), for example, exploring the role of trust in the university more widely. In academic development, a special issue of IJAD on significant conversations drew out many articles that noted the centrality of trust for such conversations and relationships (e.g., Cook-Sather et al., 2021; Iqbal & Vigna, 2021; Simon & Pleschová, 2021), while other researchers have considered trustworthiness as a key component of academic developers’ credibility (Little & Green, 2022). Yet, definitions and conceptualisations of trust in academic development remain scarce, and empirical research even more rare. There is scope for more research on the role of academic development and academic developers in identifying, building, and maintaining trust in different higher education contexts and among different higher education practitioners and learners.

Trust in and through Academic Development

Trust is an under-researched topic in higher education (Tierney, 2006; Hagenaur & Volet, 2014) even though we know it is essential for effective learning and teaching relationships (Beltrano et al., 2021; Carless, 2012; Felten & Lambert, 2020; Pedersen et al., 2022). Some recent research on trust in higher education has been published with Gibbs (2018), for example, exploring the role of trust in the university more widely. In academic development, a special issue of IJAD on significant conversations drew out many articles that noted the centrality of trust for such conversations and relationships (e.g., Cook-Sather et al., 2021; Iqbal & Vigna, 2021; Simon & Pleschová, 2021), while other researchers have considered trustworthiness as a key component of academic developers’ credibility (Little & Green, 2022). Yet, definitions and conceptualisations of trust in academic development remain scarce, and empirical research even more rare. There is scope for more research on the role of academic development and academic developers in identifying, building, and maintaining trust in different higher education contexts and among different higher education practitioners and learners.

11

Navigating Careers in Non-Standard Work: Challenges and Ways Forward for Vocational Behavior and Human Resource Management

Q1

During the past decade, non-standard work (sometimes referred to as alternative work arrangements) – which can be described as the absence of standard work – has increased and has gained political and societal awareness (Shifrin & Michel, 2022; Spreitzer et al., 2017). Thereby, standard work can be defined as “jobs where work is performed on a fixed schedule, at the firm’s place of business under the firm’s control and with a mutual expectation of continued employment” (Okhuysen et al., 2013, p. 492).

Navigating Careers in Non-Standard Work: Challenges and Ways Forward for Vocational Behavior and Human Resource Management

During the past decade, non-standard work (sometimes referred to as alternative work arrangements) – which can be described as the absence of standard work – has increased and has gained political and societal awareness (Shifrin & Michel, 2022; Spreitzer et al., 2017). Thereby, standard work can be defined as “jobs where work is performed on a fixed schedule, at the firm’s place of business under the firm’s control and with a mutual expectation of continued employment” (Okhuysen et al., 2013, p. 492).

598

English Subject Associations: Past, Present, And Future

Q2

To mark the 60th anniversary of English in Education, which began in 1964 as NATE Bulletin, we invite contributions to a special issue of EIE on English subject associations, past, present and future. Sixty years on, the world of English teaching has changed dramatically. This special issue will address the work of the various English and literacy associations, national and international, and the ways in which their role may develop in new times. We invite research articles (c. 4000-5000 words) and shorter reflective and/or creative pieces on any aspect of the work of an English subject association. This list of possible topics is merely indicative: we welcome the unexpected. English/Literacy subject associations: history; inter-relationships SAs and teachers’ professional identity The relations between SAs and government, e.g. Schools Council to QCA, and after the demise of QCA SAs’ contribution to specific topics in English education, e.g. language & learning, speaking and listening (oracy), assessing children's progress, children's culture, literacy, literacies and multiliteracies, technology and multimodality, writing, teachers as writers, genre, progression, class reading, wider reading, formal assessment, etc. etc. IFTE, overseas associations and international issues Changes in association structure – e.g., from branches to regions People of especial significance SA publications : journals, magazine, newsletters The social function of SAs: conferences, humour Roles and relevance in the future

English Subject Associations: Past, Present, And Future

To mark the 60th anniversary of English in Education, which began in 1964 as NATE Bulletin, we invite contributions to a special issue of EIE on English subject associations, past, present and future. Sixty years on, the world of English teaching has changed dramatically. This special issue will address the work of the various English and literacy associations, national and international, and the ways in which their role may develop in new times. We invite research articles (c. 4000-5000 words) and shorter reflective and/or creative pieces on any aspect of the work of an English subject association. This list of possible topics is merely indicative: we welcome the unexpected. English/Literacy subject associations: history; inter-relationships SAs and teachers’ professional identity The relations between SAs and government, e.g. Schools Council to QCA, and after the demise of QCA SAs’ contribution to specific topics in English education, e.g. language & learning, speaking and listening (oracy), assessing children's progress, children's culture, literacy, literacies and multiliteracies, technology and multimodality, writing, teachers as writers, genre, progression, class reading, wider reading, formal assessment, etc. etc. IFTE, overseas associations and international issues Changes in association structure – e.g., from branches to regions People of especial significance SA publications : journals, magazine, newsletters The social function of SAs: conferences, humour Roles and relevance in the future

36

Artificial Intelligence in English Language Education

Q1

Digital technology is revolutionizing English language education, with artificial intelligence (AI) at the forefront. This transformative AI wave is demonstrated through its integration into various educational tools like intelligent tutoring systems, AI chatbots, automatic speech recognition for speaking practice, automatic writing evaluation, automated scoring systems, learning analytics, and educational data mining (Chen et al., 2020; Huang et al., 2023). AI technologies offer immense possibilities for revolutionizing the learning and teaching process by providing personalized and adaptive learning experiences, visualizing students' learning progress, offering automated assessments and immediate feedback on their performance, and recommending suitable resources (e.g., Su et al, 2023). Despite the significant potential of AI to revolutionize language learning, there is a relative paucity of research that explores the instructional design and pedagogical strategies associated with AI-powered language learning tools. Consequently, the effects of AI-integrated methodologies on students' language learning outcomes and their interaction with traditional pedagogical approaches remain largely unexplored. Therefore, there is an urgent need to investigate how language teachers perceive and engage with AI in their teaching and how such engagement might impact students' English language learning processes and outcomes.

Artificial Intelligence in English Language Education

Digital technology is revolutionizing English language education, with artificial intelligence (AI) at the forefront. This transformative AI wave is demonstrated through its integration into various educational tools like intelligent tutoring systems, AI chatbots, automatic speech recognition for speaking practice, automatic writing evaluation, automated scoring systems, learning analytics, and educational data mining (Chen et al., 2020; Huang et al., 2023). AI technologies offer immense possibilities for revolutionizing the learning and teaching process by providing personalized and adaptive learning experiences, visualizing students' learning progress, offering automated assessments and immediate feedback on their performance, and recommending suitable resources (e.g., Su et al, 2023). Despite the significant potential of AI to revolutionize language learning, there is a relative paucity of research that explores the instructional design and pedagogical strategies associated with AI-powered language learning tools. Consequently, the effects of AI-integrated methodologies on students' language learning outcomes and their interaction with traditional pedagogical approaches remain largely unexplored. Therefore, there is an urgent need to investigate how language teachers perceive and engage with AI in their teaching and how such engagement might impact students' English language learning processes and outcomes.

170

Health Equity Through Social Accountability in Medical Education and Practice

Q1

Social accountability is an approach to healthcare that emphasizes the importance of responsiveness to social, cultural, and economic contexts in healthcare delivery. By taking a social accountability approach, healthcare providers and institutions can better address social determinants of health, such as poverty, race, and education, that disproportionately affect health outcomes. The subject of social accountability and health equity in medical education and practice is crucial because it highlights the importance of addressing the social determinants of health and promoting equitable access to healthcare for all. In order to achieve health equity, it is important for medical students and professionals to understand and address the underlying social, economic, and environmental factors that contribute to health disparities. This includes training on cultural competence, patient-centred care, and community engagement to ensure that healthcare providers are equipped to serve diverse populations with unique healthcare needs.

Health Equity Through Social Accountability in Medical Education and Practice

Social accountability is an approach to healthcare that emphasizes the importance of responsiveness to social, cultural, and economic contexts in healthcare delivery. By taking a social accountability approach, healthcare providers and institutions can better address social determinants of health, such as poverty, race, and education, that disproportionately affect health outcomes. The subject of social accountability and health equity in medical education and practice is crucial because it highlights the importance of addressing the social determinants of health and promoting equitable access to healthcare for all. In order to achieve health equity, it is important for medical students and professionals to understand and address the underlying social, economic, and environmental factors that contribute to health disparities. This includes training on cultural competence, patient-centred care, and community engagement to ensure that healthcare providers are equipped to serve diverse populations with unique healthcare needs.

170

Promoting Longitudinal Assessment in Medical Education

Q1

Longitudinal assessment is increasingly becoming popular in medical education due to its potential benefits for competency-based medical education. For instance, this type of formative assessment tracks progressions and provides regular feedback to learners, allowing the learners and medical educators to identify their strengths and/or weaknesses and make necessary improvements; it supports the development of self-regulated learning skills, including self-assessment, goal-setting, and reflective practice, as well as soft skills such as communication, teamwork and other interpersonal attributes. On the other hand, its summative type enables examiners to evaluate test specifications, cut-off scores, task qualities, and other related properties in a longitudinal spectrum, making the decision-making process more scientific. Despite the potential benefits, there are challenges in implementing longitudinal assessment. The primary one is to design tasks that may align with curriculum/training goals and provide meaningful feedback, requiring careful consideration of the content and skills being assessed and the methods used to evaluate learner performance. Another challenge is to establish appropriate scoring mechanisms that are reliable and valid, demanding developing clear rubrics that define the criteria for success and training assessors to use them consistently. In addition, there are challenges related to workload management, as providing regular feedback can be time-consuming for instructors and administrators. Research design and data analysis are also critical challenges to consider. Longitudinal assessment requires collecting and analyzing large amounts of data, which can be complex and time-consuming. There is a need for robust statistical methods to analyze longitudinal data and evaluate the effectiveness of the assessment approach. Finally, there is a concern about the potential impact of longitudinal assessment on student well-being and stress levels. Receiving regular feedback can be stressful for some learners, and there is a need to balance the benefits of feedback with the need to support student well-being.

Promoting Longitudinal Assessment in Medical Education

Longitudinal assessment is increasingly becoming popular in medical education due to its potential benefits for competency-based medical education. For instance, this type of formative assessment tracks progressions and provides regular feedback to learners, allowing the learners and medical educators to identify their strengths and/or weaknesses and make necessary improvements; it supports the development of self-regulated learning skills, including self-assessment, goal-setting, and reflective practice, as well as soft skills such as communication, teamwork and other interpersonal attributes. On the other hand, its summative type enables examiners to evaluate test specifications, cut-off scores, task qualities, and other related properties in a longitudinal spectrum, making the decision-making process more scientific. Despite the potential benefits, there are challenges in implementing longitudinal assessment. The primary one is to design tasks that may align with curriculum/training goals and provide meaningful feedback, requiring careful consideration of the content and skills being assessed and the methods used to evaluate learner performance. Another challenge is to establish appropriate scoring mechanisms that are reliable and valid, demanding developing clear rubrics that define the criteria for success and training assessors to use them consistently. In addition, there are challenges related to workload management, as providing regular feedback can be time-consuming for instructors and administrators. Research design and data analysis are also critical challenges to consider. Longitudinal assessment requires collecting and analyzing large amounts of data, which can be complex and time-consuming. There is a need for robust statistical methods to analyze longitudinal data and evaluate the effectiveness of the assessment approach. Finally, there is a concern about the potential impact of longitudinal assessment on student well-being and stress levels. Receiving regular feedback can be stressful for some learners, and there is a need to balance the benefits of feedback with the need to support student well-being.

170

Bioethics Education and The Socio-political Role of The Medical Profession

Q1

There can be no doubt that the medical profession is committed to the established moral order. Equally it is clear that it is also invested in notions of ethical progress and development. Given the role it plays in initial, advance and specialist medical education and training, bioethics clearly promotes the ethical development of medical professionals. However, medicine also plays important socio-political role, not least by contributing to and shaping relevant public debates. Recognising that this is the case, bioethics therefore makes a broader contribution to the medical profession and society more generally by seeking to foster bioethical leadership, particularly on the part of those who go on to occupy leadership roles within a range of professional institutions, associations and organisations. It also contributes to the work of the medical profession as an authoritative institution that plays a socio-political role. This collection will explore the contribution of bioethics to this broader facet of the medical profession. Many of the ethical concerns encompassed by bioethics arise from advances in medicine, such as genetic engineering, reproductive technology, and end-of-life care. Whilst the degree to which individual medical professionals will be required to engage with these matters as ethical issues will vary, it is also clear that at least some—and the profession as a whole—should be prepared to address them and to do so directly. If the medical profession and its leadership is going to engage with existing and emerging moral issues raised by medical practice, many of which are becoming increasingly complex and nuanced, there is a need to ensure a sustainable capacity for advanced forms of bioethical reflection and analysis that can question established norms and perspectives.

Bioethics Education and The Socio-political Role of The Medical Profession

There can be no doubt that the medical profession is committed to the established moral order. Equally it is clear that it is also invested in notions of ethical progress and development. Given the role it plays in initial, advance and specialist medical education and training, bioethics clearly promotes the ethical development of medical professionals. However, medicine also plays important socio-political role, not least by contributing to and shaping relevant public debates. Recognising that this is the case, bioethics therefore makes a broader contribution to the medical profession and society more generally by seeking to foster bioethical leadership, particularly on the part of those who go on to occupy leadership roles within a range of professional institutions, associations and organisations. It also contributes to the work of the medical profession as an authoritative institution that plays a socio-political role. This collection will explore the contribution of bioethics to this broader facet of the medical profession. Many of the ethical concerns encompassed by bioethics arise from advances in medicine, such as genetic engineering, reproductive technology, and end-of-life care. Whilst the degree to which individual medical professionals will be required to engage with these matters as ethical issues will vary, it is also clear that at least some—and the profession as a whole—should be prepared to address them and to do so directly. If the medical profession and its leadership is going to engage with existing and emerging moral issues raised by medical practice, many of which are becoming increasingly complex and nuanced, there is a need to ensure a sustainable capacity for advanced forms of bioethical reflection and analysis that can question established norms and perspectives.

1440

Theoretical discussion of the refoundation of popular education in today’s context

CONACYT

Popular education in Mexico and Latin America represents an crucial field of discussion due to societal changes in the region, which are expressed in the construction of political-pedagogical alternatives that in many cases lead to the emergence of collective action and social movements that undertake a struggle for social justice, democracy and citizen participation against discrimination and in defense of education, particularly for groups living in the greatest vulnerability: Adults, youth, women, migrants, Afro-descendants, farmers, indigenous, children, and adolescents living or working on the streets, among others. In recent years, citizen movements and popular education have been calling for the reconstruction of the community fabric and solidarity networks to deal with the social insecurity caused by the frayed safety net, a situation aggravated by the COVID 19 pandemic, the loss of jobs, the precarity of public services, and the growing difficulties in gaining access to educational systems and being able to stay there long enough to complete educational programs. Popular education goes back many decades in Latin America, to the initiatives of Paulo Freire and the so-called pedagogy of the oppressed and education for freedom (Freire, 1969, 1973), which unfolded against a historical background of efforts to promote public education after decolonization and the construction of independent republics (Jara, 2018; Puiggrós, 1998). Popular education also went through a process of refoundation at the turn of the 21st century, in response to the paradigm crisis sparked by the fall of real socialism and the neo-liberal wave. Today it is tied up with critical and emancipatory pedagogies of young people and adults as agents of change, and with feminist and decolonial thinking (Walsh, 2017). Contemporary popular education promotes dialogue between different knowledge systems and cultural negotiation, is guided by the ethics of care, adheres to the environmental movement and the worldviews of original people with regard to good living, and applies itself to the critical reading of media and the democratization of information and communication technologies. There are multiple expressions of this articulation between popular education and collective actions in the region. Examples include the movement of secondary education students in Chile known as The Penguins, and later, the struggle against the privatization of education, with a special emphasis on higher education given the high levels debt taken on by Chilean families. In the case of Mexico, young people agitated for democratic change and political participation in the Más de 131 and #Yosoy132 movement of 2012, when university students from both public and private institutions articulated political demands related to the information media and their role in that year’s presidential election. Not to mention the popular high schools in Argentina and the struggle for land in Brazil, the Sin Tierra (Landless) movement and other organizations and networks. What types of social knowledge and know-how are deployed in social struggles? How is agency constructed and how are subjects configured in popular education? Without a doubt, advances in research, the systematization of collective actions and countless empancipatory and transformative socio-educational experiences are part of the discussion projected for this issue of Sinectica, which goes beyond the social practices in school settings to include a wide-ranging zone of possibilities for change and social transformation.

Theoretical discussion of the refoundation of popular education in today’s context

Popular education in Mexico and Latin America represents an crucial field of discussion due to societal changes in the region, which are expressed in the construction of political-pedagogical alternatives that in many cases lead to the emergence of collective action and social movements that undertake a struggle for social justice, democracy and citizen participation against discrimination and in defense of education, particularly for groups living in the greatest vulnerability: Adults, youth, women, migrants, Afro-descendants, farmers, indigenous, children, and adolescents living or working on the streets, among others. In recent years, citizen movements and popular education have been calling for the reconstruction of the community fabric and solidarity networks to deal with the social insecurity caused by the frayed safety net, a situation aggravated by the COVID 19 pandemic, the loss of jobs, the precarity of public services, and the growing difficulties in gaining access to educational systems and being able to stay there long enough to complete educational programs. Popular education goes back many decades in Latin America, to the initiatives of Paulo Freire and the so-called pedagogy of the oppressed and education for freedom (Freire, 1969, 1973), which unfolded against a historical background of efforts to promote public education after decolonization and the construction of independent republics (Jara, 2018; Puiggrós, 1998). Popular education also went through a process of refoundation at the turn of the 21st century, in response to the paradigm crisis sparked by the fall of real socialism and the neo-liberal wave. Today it is tied up with critical and emancipatory pedagogies of young people and adults as agents of change, and with feminist and decolonial thinking (Walsh, 2017). Contemporary popular education promotes dialogue between different knowledge systems and cultural negotiation, is guided by the ethics of care, adheres to the environmental movement and the worldviews of original people with regard to good living, and applies itself to the critical reading of media and the democratization of information and communication technologies. There are multiple expressions of this articulation between popular education and collective actions in the region. Examples include the movement of secondary education students in Chile known as The Penguins, and later, the struggle against the privatization of education, with a special emphasis on higher education given the high levels debt taken on by Chilean families. In the case of Mexico, young people agitated for democratic change and political participation in the Más de 131 and #Yosoy132 movement of 2012, when university students from both public and private institutions articulated political demands related to the information media and their role in that year’s presidential election. Not to mention the popular high schools in Argentina and the struggle for land in Brazil, the Sin Tierra (Landless) movement and other organizations and networks. What types of social knowledge and know-how are deployed in social struggles? How is agency constructed and how are subjects configured in popular education? Without a doubt, advances in research, the systematization of collective actions and countless empancipatory and transformative socio-educational experiences are part of the discussion projected for this issue of Sinectica, which goes beyond the social practices in school settings to include a wide-ranging zone of possibilities for change and social transformation.

738

Exploring gender identity in complex times: Creating educational spaces

Q3

For this issue, we recognize how much progress we have made in understanding the complexities of gender identity both on the ground, among children and young adults, as well as in academic fields such as women’s studies. We embrace that knowledge that gender identities are not fixed or stable but rather are constantly “shifting, contradictory, dynamic, even fractured, multiple and socially constructed” (Larremore, 2016, p. 8). Building from Judith Butler’s (1999) work, we also recognize that dominant binary constructs of gender and heteronormativity intersect in the heterosexual matrix and perpetuate gender stereotypes in school and society. And yet, too often, educators shy away from conversations with their students about gender, whether it be their own gender, the gender of their students, or the gender of characters in a text. They wait for kids to raise issues rather than opening conversations about these topics. Sometimes they do this because they are operating from a conventional developmental model that centers on the innocence of children (Klein & Taylor, 2023). Other times these topics are considered taboo or “unspeakable” (Sokolower, 2016), allowing for silence. But as we are continually reminded, silence is not neutral and classrooms should be places where we have these conversations. In this special issue, we take up the overarching question, “How does gender identity emerge in your teaching/research?”

Exploring gender identity in complex times: Creating educational spaces

For this issue, we recognize how much progress we have made in understanding the complexities of gender identity both on the ground, among children and young adults, as well as in academic fields such as women’s studies. We embrace that knowledge that gender identities are not fixed or stable but rather are constantly “shifting, contradictory, dynamic, even fractured, multiple and socially constructed” (Larremore, 2016, p. 8). Building from Judith Butler’s (1999) work, we also recognize that dominant binary constructs of gender and heteronormativity intersect in the heterosexual matrix and perpetuate gender stereotypes in school and society. And yet, too often, educators shy away from conversations with their students about gender, whether it be their own gender, the gender of their students, or the gender of characters in a text. They wait for kids to raise issues rather than opening conversations about these topics. Sometimes they do this because they are operating from a conventional developmental model that centers on the innocence of children (Klein & Taylor, 2023). Other times these topics are considered taboo or “unspeakable” (Sokolower, 2016), allowing for silence. But as we are continually reminded, silence is not neutral and classrooms should be places where we have these conversations. In this special issue, we take up the overarching question, “How does gender identity emerge in your teaching/research?”

530

Climate and Graduate Medical Education

Q2

The Journal of Graduate Medical Education (JGME) is seeking submissions related to climate and graduate medical education (GME) for a journal supplement to be published in 2024. These manuscripts may be submitted in any JGME article category. The goal of this supplement is to enhance access, for GME programs worldwide, to curriculum, faculty development, assessments, and other resources on climate change and GME. Where there are gaps, articles providing specific research directions, for enhancing our understanding of the intersections of patients, trainees, training programs, and those marginalized or underserved by health care, are strongly encouraged.

Climate and Graduate Medical Education

The Journal of Graduate Medical Education (JGME) is seeking submissions related to climate and graduate medical education (GME) for a journal supplement to be published in 2024. These manuscripts may be submitted in any JGME article category. The goal of this supplement is to enhance access, for GME programs worldwide, to curriculum, faculty development, assessments, and other resources on climate change and GME. Where there are gaps, articles providing specific research directions, for enhancing our understanding of the intersections of patients, trainees, training programs, and those marginalized or underserved by health care, are strongly encouraged.

616

Education Policy and Leadership in the Post-COVID-19 World: Navigating the Path to Resilience and Innovation

Q2

The COVID-19 epidemic has drastically changed the educational environment globally, affecting every facet. Teachers, decision-makers, and executives confronted unheard-of issues when schools shuttered their doors and students moved to virtual settings. Thus, it is crucial to critically evaluate the role of education policy and leadership in influencing the future of learning as we leave the epidemic and move into a new age. This collection of articles examines the difficulties and complexity of educational policy and leadership in the post-COVID era. The COVID-19 epidemic has made already existent educational system disparities worse. The digital gap has made access to high-quality education more unequal, leaving behind students from disadvantaged backgrounds. The usage of technology in education has also accelerated as a result of the epidemic. Educators are under pressure to manage the hurdles of efficiently integrating technology as hybrid and online learning grow more common. This calls for creating cutting-edge policies, infrastructural investments, and digital literacy abilities among educators and students. Thus, the need for effective policies and strong leadership has become even more critical in the wake of the COVID-19 pandemic. Education systems have both possibilities and problems in the post-COVID-19 environment, and it is crucial that we carefully plan ahead to guarantee that we rebuild more effectively.

Education Policy and Leadership in the Post-COVID-19 World: Navigating the Path to Resilience and Innovation

The COVID-19 epidemic has drastically changed the educational environment globally, affecting every facet. Teachers, decision-makers, and executives confronted unheard-of issues when schools shuttered their doors and students moved to virtual settings. Thus, it is crucial to critically evaluate the role of education policy and leadership in influencing the future of learning as we leave the epidemic and move into a new age. This collection of articles examines the difficulties and complexity of educational policy and leadership in the post-COVID era. The COVID-19 epidemic has made already existent educational system disparities worse. The digital gap has made access to high-quality education more unequal, leaving behind students from disadvantaged backgrounds. The usage of technology in education has also accelerated as a result of the epidemic. Educators are under pressure to manage the hurdles of efficiently integrating technology as hybrid and online learning grow more common. This calls for creating cutting-edge policies, infrastructural investments, and digital literacy abilities among educators and students. Thus, the need for effective policies and strong leadership has become even more critical in the wake of the COVID-19 pandemic. Education systems have both possibilities and problems in the post-COVID-19 environment, and it is crucial that we carefully plan ahead to guarantee that we rebuild more effectively.

682

Fostering Inclusive Approaches for Learners with Special Needs

Q2

There is a growing awareness about the importance to provide equitable and inclusive educational opportunities for students with special needs at all educational levels from primary school to university. While significant progress has been made regarding the identification of the needs of special learners and the approaches to address in those, more work is to be done to ensure that students receive the support, accommodations, and resources to succeed. This special issue of Quality Assurance in Education seeks to explore the latest conceptual ideas, scholarly research, case examples, and best practices aimed at assuring the quality of learning for learners with special needs. This special issue will bring together original research and perspectives from a diverse range of disciplines and sectors, including education, psychology, social work, and assistive learning technology. By highlighting the most current and innovative approaches to inclusive education, this issue aims to contribute to the ongoing conversation on best practices for supporting learners with special needs and to inspire further research, collaboration, and effective teaching for all learners.

Fostering Inclusive Approaches for Learners with Special Needs

There is a growing awareness about the importance to provide equitable and inclusive educational opportunities for students with special needs at all educational levels from primary school to university. While significant progress has been made regarding the identification of the needs of special learners and the approaches to address in those, more work is to be done to ensure that students receive the support, accommodations, and resources to succeed. This special issue of Quality Assurance in Education seeks to explore the latest conceptual ideas, scholarly research, case examples, and best practices aimed at assuring the quality of learning for learners with special needs. This special issue will bring together original research and perspectives from a diverse range of disciplines and sectors, including education, psychology, social work, and assistive learning technology. By highlighting the most current and innovative approaches to inclusive education, this issue aims to contribute to the ongoing conversation on best practices for supporting learners with special needs and to inspire further research, collaboration, and effective teaching for all learners.

151

Multimodality in Relation to Learning Processes and Gains

Q1

Over the past several years, the concept of multimodality has gained increasing attention in a number of fields, including applied linguistics and second language acquisition (SLA). Within the domain of CALL, scholars have examined teachers’ perceptions of multimodal activities in digital contexts, how L2 learners leverage different modes when engaging in internet-based reading and writing tasks, and the relative influence of different modes on L2 comprehension and vocabulary gains. At the same time, there is a paucity of research in this area that investigates the connections between L2 learning processes and outcomes. That is, most of the literature to date has tended to independently examine issues of multimodal processes or the effects of different modes, respectively. Thus, CALL research is needed that adopts established SLA theories to examine how L2 learners engage with different multimodal activities/tasks, and how learners’ engagement leads to (or does not lead to) different learning outcomes (e.g., vocabulary gains, grammar gains, pragmatic learning, increased metacognition, motivation, etc.). To do that, researchers can take advantage of state-of-the-art methodological tools, which provide crucial insights into the happenings during learning and help researchers move beyond treating learning processes as a black box. Including both process and outcome measures allows researchers to make the necessary connections in CALL between technology, learning conditions, processes, and outcomes.

Multimodality in Relation to Learning Processes and Gains

Over the past several years, the concept of multimodality has gained increasing attention in a number of fields, including applied linguistics and second language acquisition (SLA). Within the domain of CALL, scholars have examined teachers’ perceptions of multimodal activities in digital contexts, how L2 learners leverage different modes when engaging in internet-based reading and writing tasks, and the relative influence of different modes on L2 comprehension and vocabulary gains. At the same time, there is a paucity of research in this area that investigates the connections between L2 learning processes and outcomes. That is, most of the literature to date has tended to independently examine issues of multimodal processes or the effects of different modes, respectively. Thus, CALL research is needed that adopts established SLA theories to examine how L2 learners engage with different multimodal activities/tasks, and how learners’ engagement leads to (or does not lead to) different learning outcomes (e.g., vocabulary gains, grammar gains, pragmatic learning, increased metacognition, motivation, etc.). To do that, researchers can take advantage of state-of-the-art methodological tools, which provide crucial insights into the happenings during learning and help researchers move beyond treating learning processes as a black box. Including both process and outcome measures allows researchers to make the necessary connections in CALL between technology, learning conditions, processes, and outcomes.

237

Academic Libraries Transforming Higher Education in Africa

Q1

Apart from serving the complementary purpose of supporting curriculum and learning, academic libraries provide leadership in research and allied activities in university communities. They offer conducive spaces for students and faculty to work and study, provide access to learning resources; and information and media literacy instructions. Libraries have also been very receptive to change over the years. Most academic libraries have restructured to remain relevant partners in supporting teaching, learning and research. This special virtual issue will highlight research within African college and university libraries. Specifically, manuscripts that report on academic libraries’ roles in transforming university education in Africa will be accepted.

Academic Libraries Transforming Higher Education in Africa

Apart from serving the complementary purpose of supporting curriculum and learning, academic libraries provide leadership in research and allied activities in university communities. They offer conducive spaces for students and faculty to work and study, provide access to learning resources; and information and media literacy instructions. Libraries have also been very receptive to change over the years. Most academic libraries have restructured to remain relevant partners in supporting teaching, learning and research. This special virtual issue will highlight research within African college and university libraries. Specifically, manuscripts that report on academic libraries’ roles in transforming university education in Africa will be accepted.

844

Sustainable Chemistry and Education

Q3

Chemistry is the key science needed in solving all sustainability issues. Therefore, promoting sustainability (e.g., sustainable development knowledge, skills, competences and culture) should have an integral role in chemistry education. We invite all scholars to contribute in the scientific discussion on how sustainability can be supported through research-based sustainable chemistry education in all educational levels.

Sustainable Chemistry and Education

Chemistry is the key science needed in solving all sustainability issues. Therefore, promoting sustainability (e.g., sustainable development knowledge, skills, competences and culture) should have an integral role in chemistry education. We invite all scholars to contribute in the scientific discussion on how sustainability can be supported through research-based sustainable chemistry education in all educational levels.

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Artificial Intelligence and Academic Libraries

Q1

ChatGPT and other generative AI tools are rapidly changing user information behaviours and expectations. They are altering how users create content, e.g. through writing, translation and summarization. They also pose new challenges for critical information literacy and shift expectations about search results. Wider impacts on educational practices will transform the context within which academic libraries work.

Artificial Intelligence and Academic Libraries

ChatGPT and other generative AI tools are rapidly changing user information behaviours and expectations. They are altering how users create content, e.g. through writing, translation and summarization. They also pose new challenges for critical information literacy and shift expectations about search results. Wider impacts on educational practices will transform the context within which academic libraries work.