This mixed-methods study examines how 15 preservice teachers' self-regulated learning (SRL) skills relate to their ICC development in a teacher education course. ICC was assessed using a standardised exam and an open-ended cultural dilemma. Participants' SRL was assessed along 7 dimensions: planning, goal orientation, task strategies,…

"The Common European Framework of Reference for Languages: Learning, Teaching, Assessment" (CEFR) (Council of Europe. 2001. "Common European Framework of Reference for Languages: Learning, Teaching, Assessment." Cambridge: Cambridge University Press) has been widely accepted as a reference for aligning curricula, learning…

The main actor in the learning process is the learner. The concept of "learner" goes beyond the educational level. The new reality in the educational environment presents challenges for the learning process, which mainly concern the adoption of new technologies in that process. The purpose of this commentary is to try to outline the…

This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students' levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies…

Flipped classrooms serve as a new pedagogical approach for teaching and learning, which involves switching from the traditional teacher-centred academic agenda. Unlike the traditional classroom model, the flipped classroom enables students to understand the lesson better while learning at their own pace and enhancing their communication skills…

This longitudinal study explored the roles of item- and learner-related variables in L2 learners' development of productive collocation knowledge (L1 = Dutch; L2 = German; NLearners= 50). Learners' form recall knowledge of 35 target collocations was measured three times over a 3-year period. The item-related variables investigated were L1-L2…

Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of "language" and "land" have been segregated by…

This article focuses on Swedish students' understanding of study trips to Holocaust memorial sites. Although about a quarter of all Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, with the majority visiting as students as part of their school curriculum, this study is the first to examine these study trips from a student…

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion…

Following research into climate change and education in Kenya, Education Development Trust (EDT) are undertaking research to better understand the relationship between climate and environmental change and education in Rwanda. This working paper outlines emerging findings from a survey with school leaders across Rwanda, with a total of 273…

Over the last decades, it has been shown that teaching and learning statistics is complex, regardless of the teaching methodology. This research presents the different learning profiles identified in a group of future Primary Education (PE) teachers during the study of the Statistics block depending on the methodology used and gender, where the…

A deeper interpretation of world language (WL) teachers' ideologies toward language learning and students' languaging practices can provide us with a different lens through which to understand teachers' teaching practices in language classrooms. This study adopts the attitude system of systemic functional linguistics (e.g., Martin & White,…

Various studies have concluded that many students have difficulty understanding concepts related to function derivatives. One of the concepts in function derivatives is higher-order derivatives, primarily the nth derivative pattern. This study aims to: (1) identify various types of learning obstacles experienced by prospective mathematics teacher…

Visible learning is an imperative of the current instructional process. Visible learning is a concept that refers to the fact that students have a clear understanding of the learning objectives, learning processes, and success criteria, so they can assess their own progress (Hattie & Anderman, 2013). Through active involvement, students become…

This study investigated the interactions among different cognitive abilities, linguistic structures, and the efficacy of different corrective feedback (CF) types. The cognitive abilities examined were declarative and procedural memory. The target linguistic structures were English regular and irregular past tense forms. In terms of the…