A systematic review of the changes, challenges, and implications of China’s teacher education policies (2012 to 2023)

Although China’s teacher education policies have achieved significant progress in improving teacher quality, they have also undergone substantial changes and encountered new challenges. It is necessary to systematically analyze policies from the past decade to achieve a prudent balance between the immediacy and foresight of policymaking. This systematic analysis paper examines China’s teacher education policies from 2012 to 2023, reviewing relevant policy documents from authoritative sources. The study reveals a strategic shift towards fostering comprehensive and innovative teacher talent, promoting professional development, and addressing urbanrural education disparities. Emphasis is placed on strengthening professional ethics and creating a societal atmosphere of respect for teachers. However, challenges arise, including the “de-normalization” of teacher education in higher education institutions, regional disparities in teacher resources, and issues in in-service teacher education. These findings have profound implications for the future of teacher education policies, both within China and globally. They underscore the need for ongoing policy review and adaptation, the importance of balance between research and teaching in teacher education programs, and the need for a more integrated and streamlined approach to in-service teacher education and professional development. The study provides insights for policy development in the field of teacher education

Questionnaire for digital technologies and leadership practices: the validity and reliability study

The exponential progress and massive utilization of digital technologies has significant implications for leadership theory and for leadership practices that remain unexplored in the current literature. This study provides insights into the validity and reliability of the questionnaire for digital technologies and leadership practices (QDTLP), through research conducted in 215 elementary schools in the Peloponnese region of Greece. The research consists of three parts: i) a pilot study to assess the stability and reliability of the initial QDTLP version; ii) study 1 to examine the validity and reliability using exploratory and confirmatory factor analysis; and iii) study 2 to further assess the validity and reliability using confirmatory factor analysis (CFA). The QDTLP was designed and developed after a systematic literature review in the field of digital technologies and school leadership practices, to investigate if, and to what extent, the utilization of digital technologies affects the leadership practices in elementary schools. The research findings provide strong evidence for content and construct validity as well as reliability of the 4-factor and 22-item QDTLP research instrument

The readiness of mathematics teachers as agents of change: a recent comprehensive review

This study scrutinizes the role of mathematics teachers as pivotal agents of change in the evolving educational landscape, focusing on their readiness to embrace pedagogical reforms. The review aims to reveal the current patterns and trends in mathematics teachers’ readiness literature discussed in recent studies. Utilizing the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, this study analyzed 31 empirical articles from the Scopus and Web of Science databases in 2023. The review process for chosen articles is examined, encompassing aspects such as publication criteria, eligibility and exclusion standards, databases, and the progression of review stages. The most striking result from the analysis is that mathematics teachers’ readiness is closely related to teaching strategies and pedagogy. Moreover, inconsistencies in practice and constraints such as inadequate resources, insufficient institutional support, and teacher training program gaps hinder their ability to implement change effectively. The implications of this study extend to various stakeholders in the education ecosystem, including policymakers, educational institutions, teacher training programs, and practitioners. This review suggests strategies to enhance teachers’ professional development and serve as preliminary work toward developing a pedagogy model. In conclusion, this systematic review consolidates the existing knowledge on the readiness of mathematics teachers as agents of change

The importance of international mindedness in promoting intercultural communication within international schools

The globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications

Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania

Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws (IWFs) found in teacher-made MCQs, and examined the challenges that teachers encounter in constructing quality MCQs. The study was guided the by classical test theory (CTT) and it employed a mixed-method research approach. In particular, data collection and analysis were conducted using a concurrent triangulation design. A total of 213 MCQs constructed by 20 teachers from ten primary schools were collected and analyzed. The results indicated that primary school teachers were less competent in constructing quality MCQs as 156 (73.2%) of the teacher-made MCQs assessed lower levels of Bloom’s cognitive domain. Similarly, most of the MCQs had IWFs, with 274 (69.2%) having test wiseness flaws and 122 (30.8%) having irrelevant difficulty flaws. The findings call for capacity building to promote teachers’ competence in constructing quality test items

Unraveling the predictors of research utilization among Thai educators: evidence from PLS-SEM analysis

This groundbreaking study unveils critical factors driving research utilization (RU) among Thai educators, offering vital insights for educational policymakers and administrators. Employing an advanced partial least squares structural equation modeling (PLS-SEM) approach, we examined data from 688 teachers under the office of the basic education commission. Our findings reveal a complex interplay of factors influencing RU, with organizational support (SUPP) emerging as the most potent driver (beta=0.570), followed by knowledge and research skills (KNOWS) (beta=0.539), organizational leadership (LEAD) (beta=0.472), and attributes of research (ATTR) (beta=0.391). Interestingly, ATTR showed the highest direct effect (DE) (beta=0.391), while LEAD had the strongest indirect impact (beta=0.429). Surprisingly, organizational climate (ORGA) showed no significant effect, challenging conventional wisdom. The study explains 52.5% of the variance in RU, providing a robust foundation for evidence-based educational reforms. Delve into our analysis to discover how these relationships between knowledge, leadership, and organizational dynamics shape educational RU in Thailand, and explore our recommendations for enhancing research integration in educational practices

Flipped classroom approach of language education: a systematic review

The flipped classroom approach has emerged as an innovative pedagogical model in language education, transforming traditional teaching methods by reversing the conventional sequence of instruction and homework. The objectives of this systematic literature review are to examine the impact of various technological enhancements on the effectiveness and student engagement in flipped classrooms. Secondly, to explore the perceptions and attitudes of students and teachers towards flipped classroom methodologies across different educational contexts. Thirdly, to assess the effects of flipped classroom approaches on students’ academic performance and critical thinking skills across various disciplines. This study conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published from 2021 until 2024. The flow of the study is based on the PRISMA framework. The database search identified 35 final primary studies that were analyzed. The findings were divided into three themes: i) technological enhancements in flipped classrooms, which were found to significantly improve student engagement and learning outcomes; ii) student and teacher perceptions of flipped classrooms, which were generally positive, with many highlighting increased interaction and autonomy in learning; and iii) outcomes and effectiveness of flipped classroom approaches, showing a positive impact on students’ academic performance and critical thinking skills. In conclusion, the flipped classroom approach holds considerable promise for language education, offering a more effective and engaging alternative to traditional instruction. This review provides valuable insights for educators and policymakers seeking to adopt innovative teaching strategies in language education

Exploring the development of front office instructional module from the experts’ opinions

In the world of hospitality, the front office plays a crucial role as it is the first point of contact for guests entering a hotel. This makes front office operation (FOO) a vital subject in hospitality education programs, especially at community colleges. While there is a growing body of research on FOO, there's a lack of instructional modules designed specifically for community college students. To address this gap, a study was conducted to understand the need for developing a FOO module based on expert opinions. Using the analyze, design, develop, implement, and evaluate (ADDIE) framework, data from three experts were analyzed. Educators cited issues such as limited practice time, communication skill hesitancy, and struggles with term comprehension and pronunciation. Meanwhile, students encountered obstacles like inadequate practical equipment, unsupportive learning environments, and overwhelming syllabi. Nonetheless, educators acknowledged the potential of a FOO instructional module to enhance student learning experiences. This study emphasizes the significance of crafting a tailored module for community college students, paving the way for advancements in hospitality education

IT education: impact assessment of a multi-fold approach

This study addresses the benefits and challenges of implementing a multi-faceted hybrid approach to delivering an introductory information technology (IT) course at Jordan University of Science and Technology, Jordan. We conducted a questionnaire survey with 251 participants, utilizing Google Forms for data collection and Microsoft Excel 2016 for coding. Data analysis was performed using SPSS statistics 17.0. Most participants were male students aged 21-23, pursuing bachelor’s degrees across various departments, with network engineering and security (NES) being the most represented. The survey items exhibited good internal consistency (Cronbach’s alpha=0.778), and significant associations were found among variables (p-value<0.05). Strengths of the hybrid approach include flexibility, instructor responsiveness, and engaging online resources. However, areas for improvement were identified in online discussion forums, such as technology tool usability, workload management, communication clarity, and assessment transparency. Despite challenges, the study underscores the successful implementation of the hybrid approach in IT course delivery, supported by positive student perceptions and recommendations for future adoption

A systematic review on innovations in computer aided design in engineering education

curricula up-to-date with advanced computer-aided design (CAD) technologies to understand their practical application in various industrial and research contexts. Given this need, a systematic review was proposed following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method to evaluate the most recent innovations in CAD systems and their effective application in engineering education. The results reveal that emerging technologies such as real-time virtual collaboration, 3D design, and virtual reality are being incorporated into educational environments, significantly enhancing students’ technical and collaborative skills. The research concludes that these technologies not only reconfigure engineering education, emphasizing a practical and updated approach, but also facilitate a more interactive and effective learning experience. This study highlights the urgent need to adapt educational programs to incorporate these innovations, thus ensuring that future engineers are better prepared to face the challenges of modern industry