University Administrators, Leadership, and Faculty Views on the Internationalization of Curriculum (A Perspective Through Decolonial Lenses From the Global South)

Using a qualitative single case study approach this paper explores the views of academics which ultimately impact their actions to implement international curriculum within one institutional context in South Africa. The results show that a tailored IoC at an institution situated at the peripheries of the Western world is a policy that advances diversity of thought, decolonization of curriculum content, and appreciation of indigenous cultures and languages. The theory that emerged in this study underscores that IoC is a bottom-up customized policy as it applies to the needs of the students to become wider thinkers and professionally integrated in the intercontinental and global job markets. Further recommendations for future theory and practice suggest IoC as an educational approach that accounts for the geographic positionality of the institution, and all aspects of diversity, rather than for a collective institutional identity

Education Management in the Development of Contextual Problems Using Mobile Augmented Reality to Support Mechanical Engineering Students Creativity in Learning Mathematics

There are still many mechanical engineering students who are passive in learning activities. The aim of this research is to create Mobile Augmented Reality to provide contextual problems to mechanical engineering students. So, students can imagine and be active in learning. The method used is 4D development (Define, Design, Develop, and Disseminate). Apart from that, it uses quantitative research to influence the use of mobile augmented reality. Next is qualitative research to analyze the use of mobile augmented reality. The conclusion of this research states that there is a significant influence on the activeness and creativity of mechanical engineering students after developing and using mobile augmented reality in mathematics learning activities

Who Participates in Local Elections? Evidence From Current Population Survey

Local elections have had historically low participation rates in the United States. Knowing who participates in local elections is important because it will allow democracy scholars to better understand whose interests are being represented in local governing bodies and explain how and why local governing bodies make the decisions they do. I use binary logistic regression analysis on survey responses from the U.S. Census Bureau’s September 2021 Current Population Survey Volunteering and Civic Life Supplement to analyze self-reported participation regarding demographic characteristics and state-level election policies. This paper finds that age, gender, education, race, homeownership, and family income are all important predictors of participation in local elections. Likewise, this paper finds that all mail elections and Same Day Registration have strong, statistically significant effects on local-level voter turnout, voter ID laws have a counterintuitive effect, the length of early voting periods has a small but statistically significant effect, and Automatic Voter Registration and direct democracy processes have no statistically significant effects on participation in local elections

The Degree of Practicing the Standards of the International Society for Technology in Education by Faculty Members in Jordanian and Palestinian Universities

The goal of this study was to evaluate how closely Jordanian and Palestinian university professors follow the recommendations of the International Society for Technology in Education (ISTE). Researchers analyzed a population of all academic staff members teaching at private or public universities in Jordan and Palestine using a descriptive-analytical methodology. A sample of 358 persons was chosen. The questionnaire was distributed and assessed the degree to which faculty members in Jordanian and Palestinian universities adhere to the ISTE requirements. It was found that the degree of adherence to the ISTE standards by faculty members in Jordanian and Palestinian universities was very large. However, it was found that there were no statistically significant differences at the level (α≤0.05) in the degree of adherence to the ISTE standards by faculty members in Jordanian and Palestinian universities according to the variables (country and type university). the study identified a number of recommendations for enhancing Palestinian universities, including scholars, professors, and administrators, complies with the standards established by the International Society of Technology. The report also suggests using technology into the teaching and learning process more

Learning EFL Listening and Speaking Skills via Blackboard: Students’ Attitudes, Challenges, and Assessment

Online learning can be considered an important means of education during emergencies. However, educational institutions, including students and teachers, need to have enough preparation, as a result, many issues, such as challenges, the effectiveness of assessment methods, and attitudes toward learning online, have emerged. This study describes the reality of using the Blackboard platform to learn EFL listening and speaking skills from a student perspective. It examines students’ experiences and attitudes in learning EFL listening and speaking skills via Blackboard. Also, it reflects students’ views on the acquired EFL listening and speaking skills, challenges of learning via Blackboard, and the effectiveness of assessment methods. The study followed the descriptive-diagnostic approach to achieve its objectives. The results showed that students highly valued the Blackboard platform to learn listening and speaking skills. Also, they liked to be assessed using the online assessment methods. In addition, students’ most technical problems were recorded during exams and virtual classes due to poor Internet. Furthermore, they improved their learning of listening and speaking skills via Blackboard

Teacher-Student Collaborative Assessment and Content-Based Instruction: A Case Study of English Writing at a Chinese University

This study delves into the impact of corrective feedback within a Teacher-Student Collaborative Assessment (TSCA) and Content-Based Instruction (CBI) framework on EFL (English as Foreign Language) students' English writing and grammar learning. A ten-week experiment with one hundred participants explores this question. Divided into three groups, one receives direct corrective feedback, another navigates indirect feedback, and a control group receives none. Evaluating writing performances across these groups, the study aims to assess the combined efficacy of TSCA and CBI in promoting English grammar learning. Preliminary findings suggest that corrective feedback within the TSCA and CBI framework significantly enhances grammar accuracy. This study proposes an innovative methodology, highlighting comprehensive corrective feedback as a transformative catalyst for grammar development. It introduces a unique module for EFL students, fostering proficiency in English grammar and potentially transcending limitations associated with TSCA alone. This approach paves the way for a fresh paradigm within EFL grammar learning

The Intervening Influence of Internal Controls on the Relationship Between Board Practices and Performance of Government Owned Entities in Kenya

There is a growing public debate on the role of boards in government-owned entities due to poor performance, corporate scandals, and increased corruption. Good board practices and internal controls, including enterprise risk management, are crucial for enhancing performance. Research findings on their impact have been contradictory. However, improving transparency, accountability, and adherence to governance frameworks can positively influence performance. Addressing governance issues is crucial to mitigate resource mismanagement and corruption, leading to better overall performance. The objective was to determine relationships among board practices, internal controls, and government-owned entities’ performance. Data was collected from 153 properly completed questionnaires out of the 157 returned, representing 65.38% of the entire population of 234 government-owned entities. The findings established that internal controls positively and significantly intervened in the relationship between board practices and performance. Implementing good board practices and internal controls promotes accountability and transparency, leading to enhanced organizational performance. Government-owned entities should prioritize implementing effective board practices and internal controls to enhance their overall performance

Problem-Based Learning as a Teaching Method: An Experience at University Malaysia Terengganu (UMT)

Problem-Based Learning (PBL) stands as a pedagogical approach that stimulates students’ engagement by immersing them in learning experiences centred around real-world problems or scenarios. Under the guidance of tutors, students work in small groups to identify and resolve issues, drawing insights from various sources such as notes, books, journals, newspapers, and online resources. This paper aims to share the practical application of PBL in both compulsory and elective courses at the University Malaysia Terengganu (UMT). The purpose of this paper is to integrate Problem-Based Learning (PBL) in their instructional planning and manifest during the facilitation process of PBL as a teaching method. The experience of implementing PBL was witnessed in courses like “Islam and Leadership” with 49 students, Arabic language courses with 16 students and the compulsory course “Philosophy and Current Issues” with around 1200 students. This approach, facilitated by lecturer team, promotes collaborative learning activities, discussions, teaching, observation, and reflective practices. Student-centric PBL offers a positive impact on group collaboration, thereby improving the overall teaching and learning quality

Pedagogical Conditions for the Formation of Communicative Competence of Students of Higher Education

This article explains the concept of “communicative self-efficacy of university students,” emphasizing its pedagogical significance in fostering effective communication skills. The development and testing of an assessment diagnostic toolkit, incorporating criteria, indicators, and levels of communicative self-efficacy, are discussed. Pedagogical interventions for enhancing communicative self-efficacy are designed, implemented, and empirically evaluated. Communicative self-efficacy is posited as a meta-quality of personality, reflecting mastery of communication strategies, confidence in their implementation, and achievement of constructive outcomes. The process of forming communicative self-efficacy unfolds through distinct phases: “orientation,” facilitating students’ understanding of their communicative characteristics and competence; “enrichment,” consolidating confidence in diverse communicative contexts; and “activation,” fostering independent and flexible communicative behaviors through active participation in communication-oriented practices. This research underscores the importance of nurturing communicative self-efficacy among university students for effective interpersonal interactions across various situations

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

This study analyzed the units of the textbook “Just Imagine” for 9th grade Arab students for English teaching in Israel. The study was conducted to understand whether the Wh-Questions used in the textbook emphasized high-level thinking and cognitive skills development (HOTS). The research question of this study was: To what extent do the Wh-Questions in the textbook “Just Imagine” emphasize higher order thinking skills? Content Analysis was performed. Wh-Questions were chosen as the unit of analysis for this research. Percentages and frequencies of each cognition level were calculated for each book unit separately. The results showed that 167 out of the 219 questions emphasized cognition levels that develop Low-Order Thinking Skills, while only 52 questions emphasized the three levels that use High-Order Thinking Skills. Findings of this research recommended that the textbook authors should further develop the textbook’s content, and maintain a balance between the lower-order and higher-order questions. Evaluating and choosing a good textbook that fits the goals of the curriculum is also recommended