Introduction: Despite decades of school improvement efforts, maintaining lasting change in schools remains challenging. So far, traditional interventions have been unsuccessful in recognising schools' unique and complex contexts, which is why a shift towards a more reciprocal, emergent, and contextualised approach is necessary. Objective: Our aim…

This study explores the factors influencing lifelong learning engagement among academic support staff in Thai higher education institutions. Using a qualitative research approach, semi-structured interviews and focus group discussions were conducted with 20 participants from various universities. The findings reveal five key characteristics of…

'Learning the lessons' looks at the history of learning and skills policy, going back to the late 19th century. It is the third report produced as part of our Ambition Skills programme of work, supported by City & Guilds and NOCN, which considers the economic and social case for a higher ambition for learning and skills, and how we can achieve…

To help young students succeed in problem-based learning (PBL), researchers suggested investigating students' need for cognition (NFC), one's inclination to exert mental effort during learning. How one puts mental effort into a learning task is related to motivation. If motivated, students are more likely to engage in challenging tasks, put in…

One of the major challenges faced by the education system today is the lack of interest exhibited by undergraduates in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This is particularly concerning as the world is becoming increasingly technology-driven, and a skilled workforce is necessary to meet future demands. Therefore,…

Student success in South African higher education institutions (HEIs) is poor and universities have not been successful in implementing strategies to improve students' learning experiences. Tutoring has been identified as an effective strategy to improve student success but is often used inconsistently and without pedagogical justification. The…

Background: Attention has been paid to collaboration in digital game-based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game-based learning were inconsistent, and few studies have explored the underlying mechanisms, particularly…

Present study investigates the motives that pre-service computer education and instructional technologies (CEIT) teachers employ while deciding on the level, type, way of engagement with and the length of YouTube videos that they watch. The investigation is based on the various demographic variables such as gender and content creation status.…

Given that divorce is considered an adverse childhood experience (ACE), past research has found negative academic outcomes for children of divorced parents. However, divorce is so prevalent today that prevention efforts based on the resilience of those who experience it must be re-evaluated at the college level. Because life outcomes are so highly…

Research on epistemic emotions has often focused on how students transition between affective states (e.g., affect dynamics). More recently, studies have examined the properties of cases where a student remains in the same affective state over time, finding that the duration of a student's affective state is important for multiple learning…

This study explored factors influencing ChatGPT adoption among higher education students in five Nordic countries (Sweden, Finland, Denmark, Norway, and Iceland) and the USA. The unified theory of acceptance and use of technology 2 (UTAUT2) framework was employed and extended to incorporate personal innovativeness. Data was collected from 586…

This research scrutinises the nuanced factors shaping the decisions of pre-service teachers to opt for governmental teaching positions and their sustained commitment to the profession. A comprehensive sample comprising 1017 pre-service teachers drawn from diverse educational institutions in Thailand ensures representation across varied teacher…

Culturally responsive teaching is a set of theoretical and practical principles aimed at improving instruction and academic achievement amongst the United States' (U.S.) diverse student body. Using professional capital and community cultural wealth as conceptual frames, this mixed-methods research study examined the effects of the completion of…

Since its inclusion in the Hong Kong school curriculum in 2003, Cantonese opera has remained underrepresented in music education, mainly due to insufficient teacher training. This study evaluates the effectiveness of an in-service professional development programme to equip music educators with the skills and knowledge necessary to teach Cantonese…

Need for cognition (NFC) reflects the tendency to enjoy and engage in cognitive challenges. This study examines the relations between NFC and academic interest among 922 German secondary school students (academic track) assessed four times in Grades 5-7 (initial age M = 10.63, SD = 0.55; 41% female; 90% first language German) in mathematics,…