Connecting climate research and teaching in higher education with secondary education

Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings.

Numerous empirical studies, including meta-analyses, have confirmed the impact of self-regulated learning (SRL) on learners’ academic achievement in traditional or face-to-face learning environments. However, prior meta-analyses rarely examined the efficacy of SRL interventions on academic achievement in online or blended education across elementary education, secondary education, higher education, and adult education. Therefore, this meta-analysis addresses this research gap by focusing on the effect of SRL interventions on students’ academic test performance in online and blended learning environments in elementary, secondary, and higher education settings as well as informal settings. The present meta-analysis compares SRL phase, SRL scaffolds, and SRL strategies between treatment and control groups. We also investigated possible differential effectiveness due to substantive features of the included studies, such as different educational levels of learners (e.g. elementary, secondary, and higher education), academic subjects (STEM vs. non-STEM), and learning contexts (e.g. online learning, blended learning, web-based learning, mobile learning). Consistent with previously published meta-analyses, the present meta-analysis confirmed a positive and moderate effect of SRL intervention (ES = 0.69) on learners’ academic achievement in online and blended environments for learners in elementary, secondary, and higher education as well as informal adult education settings.

The article objective is to define the basis of educational program continuity of higher pedagogical education and general secondary education in conditions of the secondary education renewal.Research Methodology. The authors carry out analytical and comparative study, analysis of philosophical, psychological, pedagogical, scientific and methodological literature, normative legal documents, forecasting, and synthesis.Results. The paper defines methodological approaches determining the basis of continuity of educational programs in the school-higher educational institution system; structural and substantive features of educational curricula of secondary education and higher education in the Republic of Kazakhstan; methodological basis of educational program design. To preserve and improve continuity in training teachers in natural science, higher educational institutions are offered recommendations to develop educational programmes and modular curricula based on the existing program study and analysis. The aurhors reveal didactic principles of ensuring continuity of educational programs of secondary and higher pedagogical education, and draw up a matrix for determining the content of education. Scientific novelty. The study is the first systematic work to ensure continuity of natural and scientific pedagogical education in the school-university system in frames of updating the content of secondary education. Practical importance. To improve the quality of training future teachers in natural science, recommendations are developed to improve the content of educational programmes based on continuity, which are the foundation to develop theoretical and methodological bases for ensuring the continuity of natural science education.

Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twenty-first century. What little educational development is currently provided for faculty teaching in universities is largely generic. There is a need for a disciplinary specific component in educational development, both for the initial training of faculty and for their continuing professional development. This article explores how the professional development of faculty is related to the international debate about developing the scholarship of teaching and learning in higher education. It reviews some recent initiatives, particularly from the United States and the United Kingdom, and examines the role of national associations and international networks in supporting faculty teaching geography in higher education. Some of the challenges involved in professionalizing teaching geography in higher education are discussed. The article ends with some suggestions for promoting lifelong professional development in geography in higher education nationally and internationally. *I am very grateful to the Organizing Committee of the 29th International Geographical Congress for inviting me to present an earlier version of this article to the plenary session on Developing Geographical Educators for the 21st Century, 14–18 August 2000, Seoul, Korea. Brian Chalkley, Gordon Clark, Iain Hay, Alan Jenkins, John McKendrick, Jan Monk, and Ifan Shepherd provided some very helpful comments on a draft version of the paper, as did three anonymous referees.

ABSTRACTThe discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. “Content and Language Integrated Learning: From Practice to Principles?” Annual Review of Applied Linguistics 31: 182–183], the paper will also draw parallels between the secondary and the tertiary levels of education. At the same time, it will also be shown why insights drawn from research conducted in secondary education cannot simply be transferred to the tertiary level of education.The main focus of the paper is on the ‘English-medium Paradigm,’ a framework created to identify prevalent instructional types in English-taught programmes at universities in non-Anglophone countries [Unterberger, B. 2014. “English-medium Degree Programmes in Austrian Tertiary Business Studies: Policies and Programme Design.” Dissertation, University of Vienna, 45–52]. The paradigm is based on terminological and conceptual considerations gained from the critical discussion of English for specific purposes, English for academic purposes, Content and language integrated learning and English-medium instruction literature [e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional Settings. London: Longman; Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer, C. 2007. “Academic Language Functions in a CLIL Environment.” In Diverse Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201–209. Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang; Dafouz, E., and U. Smit. 2014. “Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings.” Applied Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a timely conceptualisation of the varieties of English-medium teaching in higher education which also takes into account pedagogical considerations as well as implications for curriculum design.

Teaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one’s own practices: to foster personal and professional formation through a reflexive engagement with one's environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory. Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research. This text bridges a gap between those books that provide a high-level analysis of contemporary higher education, the more practical texts on how to be a good teacher in higher education, and those texts which aim to improve teaching through better understanding of the learning process. Topical chapters include: Teacher-learner relationship, Learning groups, Practice-oriented learning, Teaching for diversity, e-learning, Assessment, Approaches to Staff Development, Quality assurance, Supervision and Research education, Doing research, and Teaching & Research.   A must-have resource for higher education professions, academic developers, professionals, and anyone looking to improve their teaching and learning practices, Teaching, Learning and Research in Higher Education is also appropriate for continuing and professional development courses in the UK and teaching and learning courses in the US. Mark Tennant is Dean of the University Graduate School, University of Technology, Sydney. Cathi McMullen is Lecturer in the School of Marketing and Management at Charles Sturt University. Dan Kaczynski is Professor in the Educational Leadership department at Central Michigan University.

This article examines some of the problems concerning the language of instruction in higher education within Europe and relates them to the African context. The author argues that there is reason to be worried about the spread of the use of English as a language of instruction in higher education, to the detriment of the smaller European languages in particular. The article gives an insight into the Norwegian and Swedish debate on the issue of domain loss to English in higher education. Towards the end, the article examines the language situation within the European Union. Here politicians publicly stress the need to maintain all the languages of the EU as part of the community’s wealth, but the reality appears to be different, as the EU is marked by the ever greater predominance of just one language, English.

This review examines how storytelling has been applied in EFL teaching in secondary and higher education to enhance students’ oral proficiency. It aims to offer some insight into using storytelling as an effective tool for designing speaking classes in EFL contexts. The review found that as a teaching strategy, storytelling can be effective in promoting oral proficiency in students of English in both secondary and higher education contexts. The main difference lies with teachers as the main storytelling designers in secondary education and students in higher education. Similarly, in secondary education the application of storytelling tends to happen in the classroom, while in higher education, storytelling is more likely to be used outside the classroom by creating digital stories. Based on the analysis of the implementation of storytelling in both contexts, the review closes with some guidelines for the application of storytelling in EFL teaching. Article visualizations:

In the context of the social sciences curriculum for primary and secondary schools in Chile, this chapter analyses various aspects of schooling for sustainable development. In geographical education, there is an increasing interest in education for sustainable development and this is connected to the training of geography teachers where official publications and the use of new technologies are two valuable components of this new trend. The chapter is divided into three sections. The first section presents an overview of geographical education in the country. It outlines the current situation of geographical education with reference to the situation of geography teaching in higher education, teacher training and the situation of geography in the curriculum of elementary and secondary education. The second section deals with geographical education for sustainability and citizen formation. The third section presents some challenges faced by geographical education in Chile.

This article examines the problems of foreign language teaching in secondary and higher education through the prism of the relationship between the two systems in Bulgaria. As it refers to secondary education, the article considers the difficulties that teachers and students face in acquiring foreign language competences, while in the case of higher education, it focuses on the unsynchronized preparation that students come with from secondary education. The authors' thesis is that these problems could be at least partially alleviated with more detailed normative regulation of the transfer of knowledge between the two stages of education. Thus harmonization between the two systems and mutual understanding of the challenges and issues faced by the other side would be achieved.

Higher education is a sector that can be slow to change, yet there are significant pressures on universities and other providers to change. Learning and teaching are central to what higher education does, and pressures, such as the switch to remote learning during the pandemic and the increasing use of generative AI, are causing a reconsideration about good learning and teaching. This essay provides a futures framework to explore best and next practices in learning and teaching in higher education. Four important and influential papers and reviews are used to consider past and current views of good teaching and learning in higher education. From these, six evidence-informed teaching practices are described as examples of current best-practice views, and then these are developed into possible, plausible, probable, and preferred next practices. This essay provides a stimulus for practitioners and researchers to adopt a futures mindset for thinking about the development of teaching and learning in higher education.

Higher education has a global structure including the influence of international trends. Such international composition naturally enrich diversity in universities. No doubt, generating diversified leadership team can help to establish scholarly environment in universities. Within this environment, scholarship of teaching and learning could be one of hot topic to empower international programmes. To this end, English language programmes expectedly gain importance to train students for global business sectors. In this issue of HEGP studies on different topics are covered. The first article, titled “English Language Teacher Education Programs at Turkish Universities: A Statistical Overview” by Asmalı analyzed the key characteristics of English Language Teacher Education programs in Türkiye. Asmalı stated that the decrease in the demand for English Language Teacher Education programs is a major challenge of these programs. Asmalı indicated that English Language Teacher Education in Türkiye needs careful planning in terms of academic employment and student quotas. The second article, titled “Striving for Diversity of Leadership: Governance in UK Higher Education Institutions” by Shafi, Clarke, Norman, and Andrews investigated the scholarship on developing the diversity of UK university boards and developed a practical toolkit to ensure board diversity in higher education. The study documented the barriers to achieving diversity in the UK higher education institutions boards. The third article of the journal, titled “Linking Sustainability and Spirituality: The University with a Soul” by Razak and Moten elaborated on key values that higher education needs to convey to link sustainability and spirituality. The fourth article of this issue, titled “Bibliometric Analysis of Research on Scholarship of Teaching and Learning in Higher Education” by Ertem and Aypay documented the results of a bibliometric analysis on research of teaching and learning in higher education. The study documented the influential outlets, topical foci, and key references in research on teaching and learning in higher education.

As a continent with 54 independent states Africa’s diversity is often highlighted but frequently forgotten when fertility is discussed. Fifty and more years ago to consider that all African countries and societies had a single fertility pattern (large numbers of children) and single trend (unchanging over time) was a valid characterization. Since the 1960s however that uniformity has disappeared replaced by substantial inter- and intra-country differences in fertility patterns and trends that render previous perceptions of continent-wide homogeneity obsolete. In this chapter we consider two African countries—Ghana and Kenya—whose fertility patterns and trends and their determinants have been well documented (Bongaarts 2008; Garenne 2008; Machiyama 2010; Shapiro and Gebreselassie 2008; Sneeringer 2009). Both countries have benefited from regularWorld Fertility Surveys (WFS) and Demographic and Health Surveys (DHS) that record trends in fertility family planning (FP) and other relevant indicators. The recently introduced Performance Monitoring and Accountability 2020 (PMA2020) surveys monitor progress since 2012 for the FP2020 initiative and occasional Situation Analysis and Service Provision Assessment surveys have also detailed the readiness of the health system in both countries to make quality FP services available. Ghana and Kenya share some common history: both have relatively strong health system legacies from the period of British colonialization; both were among the earliest countries to achieve independence; they were the first two African countries that developed policies to address population growth in the 1960s; and both have received substantial and sustained resources over several decades from many external donors and technical assistance organizations explicitly intended to increase the availability and quality of family planning services. However they are composed of cultures that are both diverse within each country and markedly different in many ways between the two countries. The two countries demonstrate remarkably different pathways in fertility and family planning patterns and trends from the 1970s to the present. We highlight some of the key differences and similarities explain why they have occurred and identify insights that could inform a wider understanding of fertility transitions and the role of family planning in other African countries. (excerpt)

Teaching in higher education beyond the boundaries of face-to-face education is an evolving practice including the integration of various technologies to support collaboration between learners and teachers. From a historical perspective the integration of such technologies in this practice has afforded different time- and location-related conditions for collaboration. This development has brought new conditions for the practice of teaching in higher education. From being a practice mainly located at the university, teaching is possible to occur elsewhere; e.g., on the move, or from the home setting. It has paved the way to introduce so called blended learning practices of teaching in higher education. Such practice has been an emerging trend in the 21st century with an overall impact on the design of university courses. Applications, devices and networks that initially were used in experimental distance education have later become natural parts of mainstream education, with blended learning as a standard concept in higher education. The rich plethora of information and communication technologies applied as tools to mediate learning and support teaching have created a need for teachers’ professional development. The aim of this study is to present and discuss university teachers’ perceptions and beliefs about how the supplementary training should be organised. Data were gathered by semi-structured interviews at a department for Computer and System Science where all seven interviewees teach in blended synchronous educational settings. The empirical material were analysed inductively by applying a thematic analysis method. Findings show that all courses have a basic common toolbox as well as an extended specific toolbox that both are continuously changing. This can be stressful and the formal teacher professional development is far from satisfying. Teachers cope with problems by consulting the collegium, a peer group where colleagues share experiences and assist each other in problem solving. Despite the constant pressure many teachers have creative ideas for a further development of the blended synchronous learning concept. Many of the teachers in this study see the continual attempts to implement these tools and experimenting with these tools in their teaching as possibilities in their teaching as well as a source of professional development.

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.