Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on…

COVID-19, the most severe global pandemic since the Spanish flu that followed World War I, threatens nearly every country, from global powers to developing nations. This threat presents a concurrent challenge for educational systems. With schools closed during the pandemic, students and teachers have had to stay at home worldwide. This shift has…

This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students…

This paper presents the primary benefits digital storytelling affords teachers and students. Maximizing the multimodal authoring conditions for optimal online/offline learning comprises the paper's main focus. Throughout, it is asserted that stories worth telling are stories worth sharing but only if embedded in dialogic constructs supporting…

This article will describe a process for increasing critical thinking and reflection in strategy courses bridging the gap from conventional textbooks between theory and application. It proposes new assistive tools for aiding decisions and provides a roadmap for applying the process using live cases, thereby avoiding the limitations of…

The action research describes the process of how the Counselling Self-Efficacy Scale for Teachers (CS-EST) was developed and explores its suitability as a teaching and learning tool using a pilot study of 178 students at Tallinn University, Estonia. The study integrated action research, interdisciplinary project-based learning, scale development…

This study examines the nascent forms of political conocimiento demonstrated by elementary preservice teachers before and after a series of activities designed to engage them in thinking critically and quantitatively about the impacts of different grading systems. In reflections about their learning, the preservice teachers most frequently raised…

This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to "Reflect-Share-Act," a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources…

With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature,…

The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The…

This case study uncovers how controversial issues such as the recent influx of refugees and immigrants were being addressed in upper elementary classrooms on the United States (US) side of the US/Mexico border. Public school administrators and sixth-grade teachers from two school sites participated. Transborder pedagogy contextualized the findings…

This article reports on a single case study investigating the adoption of reading portfolio and video-mediated reflection tasks so as to promote Indonesian university students' engagement in dialogic reading. Nested in a classroom ethnography design, data were collected through multiple interviews, teaching journals, and students'…

The ability to formatively assess for understanding in the midst of interacting with students is crucial for effective teaching, particularly so for Multilingual Learners (MLs) (Alvarez et al., 2014; Solano-Flores & Solterno-Gonzalez, 2011). However, teacher educators and researchers lack an understanding of how student teachers learn (or fail…

This piece maintains that, despite 50+ years of successful practice and development, Philosophy for Children (henceforward, P4C) is undervalued--but that, suitably re-presented, it may yet become the most important agent of educational change of the 21st century: a change that is essential, if not existential, given the challenges facing humanity.…

This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students' socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and…