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(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

BACKGROUND: The whole educational system from pre-university to university level has been challenged with the immediate pressure to transform during the lockdown period of the novel coronavirus disease 2019 (COVID-19). The question of how to ensure digital transformation in universities become topical at policy, institutional, and classroom practice dimensions. OBJECTIVE: The main objective of this study is to examine and explore how digital transformation in higher education in Kosovo is conceptualised in a changing context. The study focuses on teacher education as a pathway that links pre-university education with higher education system to ensure future teacher preparation. METHODS: The study used a qualitative research design. The data were collected through interviews with management staff (n = 3) and teacher educators (n = 7), and group interviews with student teachers (n = 15), at the University in Kosovo and teacher education institution. Following the principles of the hermeneutical circle, conceptualisations of digital transformation in teacher education were clustered into the following dimensions: (i) policy, (ii) organisation culture and management, and (iii) teaching and learning. RESULTS: The paper analyses the Western Balkans, specifically Kosovo, as the country faced the transition challenges including institutional building, limited administrative capabilities, and other challenges regarding educational process and digitalization. The paper contributes to the discussions with the emerging conceptualisations of digital transformation in teacher education by drawing from thematic areas concerning policy response mechanisms, teacher education policy as isolated from higher education framework, change management process, missing organisational culture, rigidity and resistance in teaching. CONCLUSIONS: The paper concludes that teacher education context should be reconceptualised within the higher education framework to better manage a transition and change settings for a shared conceptualisation and sustainable digital transformation.

To better promote the high-quality development of teacher education in China in the era of digital transformation, this study focuses on the digital transformation of teacher education in China. Through literature research and deductive analysis, the study is based on the context of the times and the current situation of teacher education in China, analyzing the direction, key factors, and pathways of digital transformation in Chinese teacher education. The research results are as follows: the specific direction of digital transformation in Chinese teacher education includes achieving autonomous infrastructure construction, human-machine collaborative production methods, the multifaceted interaction of value in operational models, and the manifestation of technological and humanistic aspects in organizational culture. The key to this transformation lies in establishing a teacher education ecosystem that encompasses technology adaptation, collaborative efforts of stakeholders, and security of services. Based on the above analysis, promoting the digital transformation of teacher education in China can be achieved through: Innovating theory to create a new discourse system for teacher education; Innovating methods to establish a new paradigm for high-quality teacher education development; Innovating practices to construct a human-centric model of teacher education. These approaches will help drive the digital transformation of teacher education in China forward.

Digitalization has profoundly transformed the organizational processes,activities, experiences and teaching-learning models to fully persuade theshifts and prospects of a blend of digital technologies and their elevatingeffects across whole education sector in an ordered, strategic andhighlighted way. Teacher education is highly influenced by the digitaltransformation globally. In Pakistan, it is imperative to digitallytransform teacher education so that by overcoming the current prevailingchallenges. Digital divide is one of the biggest challenges predominatedin teacher education which necessitates to be bridged for meetinglearning needs of prospective teachers. This research study wasconducted to analyze the need and ways to bring digital transformation inteacher education by bridging the digital divide between teachereducators and prospective teaches. The study was descriptive in naturewhich followed quantitative method whereas sample of this studycomprised of prospective teachers and teacher educators from educationdepartments of three universities of Lahore. The study revealed that thereis a dire need to bring digital transformation in teacher education, whilethere exists a prominent digital divide where prospective teachers arecomparatively more superior in digital competencies and digital literacy.It was also found that digital transformation and digital divide are closelyrelated and occurrence of digital transformation is dependent uponapplying strategies to bridge digital divide. The study suggests that ifteacher education institutions employ some digital divide-bridging strategies like e-Training, digitization of curriculum, enhancing digital infrastructure and devising digital strategies, it is possible to beget digital transformation in teacher education.

Behaviorist psychology can deeply reflect the perception of digital technology in teacher education in colleges and universities, and the digital transformation of teacher education is an effective path to improve the quality of education. Based on the TAM model, this paper analyzes the factors affecting the digital transformation of teacher education in colleges and universities, selects the relevant variables for research hypotheses, and obtains the relevant data for empirical analysis through questionnaires. In order to deeply analyze the initiatives, effectiveness and hidden worries brought about by the digital transformation of college teacher education from the perspective of behaviorist psychology, the combination of factor analysis and principal component analysis is used to carry out the extraction of common factors, which provides the basis for analyzing the factor loading coefficients of the influencing factors of digital transformation. The validity of the method was assessed using various methods, including descriptive statistics, reliability and validity tests, and structural equation modeling path fitting. The results show that the absolute values of skewness and kurtosis of the survey data in this paper are less than 1, which is in line with normal distribution, and the value of Cronbach’s Alpha coefficient of the reliability test is basically above 0.9, and the standardized factor loading coefficients are greater than 0.6. The direct effect of behavioral imagery on the actual application is 0.448, resulting in a significant difference at the 1% level. The digital transformation of teacher education in higher education needs to pay attention to the relevant applications of external environment and media technology so as to realize the improvement of the quality of teacher education in higher education.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Background: Digital transformation refers to applying digital technology in various fields of society. In the last 5 years, digital transformation has spread to most areas of social life, including education. However, research on digital transformation in education is still fragmented. Objectives: The aim of the study was to present a comprehensive review of studies on digital transformation in education using bibliometric analysis. Methods: We searched the Scopus database from inception to 1 January 2023 using the search terms ‘digital transformation’ AND ‘education’ within abstracts, keywords, or titles of journal articles or conference papers written in English. The retrieved articles were analysed using VOSviewer and Biblioshiny tools. Results: A total of 1329 relevant studies were retrieved. Although the first paper in this field was published in 1999, the number of publications has increased rapidly only in the past 4 years. The most influential countries in this field are the developed countries (Russian Federation, Germany, and the United States), but scholars from the developing countries (Indonesia and Thailand) are among the most productive. Papers on digital transformation are frequently published in journals with lower rankings within the Scopus database. Using VOSviewer for keyword co-occurrence analysis, we classified the research topics related to digital transformation in educa-tion into four main groups: digital transformation in higher education under the impact of the coronavirus disease pandemic 2019 pandemic, applying the technolo-gies of the Fourth Industrial Revolution to education, digitization and digital compe-tence in education in the context of digital transformation, and learning forms using technology (for example, e-learning, m-learning, and blended learning) in higher-education institutions. Conclusions: Four research trends related to digital transformation in education were identified. These trends may also change as digital transformation continues to develop.

Background: The concept of reflection is much used in teacher education in many parts of the world, including in South African teacher education policy. However, the notion of reflection is often loosely defined, with differing understandings of its nature, purpose and curriculum implications. Aim: This article explores how teacher educators and student teachers understood and implemented the notion of reflection in their teacher education programmes. Setting: The research took place as a multisite case study at four South African universities offering the Bachelor of Education (Foundation Phase). Methods: Interviews were conducted with 24 senior students and 8 teacher educators. Results: The study revealed disparate views by both teacher educators and student teachers of the nature, purpose and practices of reflective practice and largely tacit understandings of the role of reflection in teacher education. For most interviewees, the emphasis of reflection lay within a technical rational approach of improving teaching rather than a critical approach of locating education within a wider social context. Against the background of the many challenges in South African schooling, we argue that critical reflection is a means to encourage student teachers to become more independent and socially committed teachers. Conclusion: We present a case for the concept and practices of reflection to be more purposefully explored by teacher educators, thereby contributing towards continued agency and transformation in education.

This study aimed to analyze the transformation of a South Sumatran folktale into a drama script as a pedagogical model in teacher education. Amidst the challenges of globalization that threaten the survival of oral traditions, higher education plays a critical role in reviving cultural heritage and ensuring its relevance to the younger generations. This study employed a qualitative approach with a case study design. Data collection took place in two stages: a focus group discussion (FGD) with cultural stakeholders to obtain the cultural mandate, and a comparative textual analysis of the folktale Putri Berambut Putih or White-Haired Princess (hypogram) and a drama script written by student teachers in the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Universitas Sriwijaya. Data analysis used an intertextual framework that combines Riffaterre's theories (expansion and conversion) with Pradotokusumo's (modification and excerption). According to the findings, expansion and modification processes dominate the transformation of drama scripts. Students enrich the plot by incorporating elements of humor and social critique (such as corruption and social media), as well as changing the language and characters to make them more relevant to modern audiences. Conversion is used to adapt the narrative to the technical constraints of theatrical performances. The excerption maintains the original story's conflict structure and moral values. The primary conclusion of this study is that literary transformation in teacher education is more than just a creative writing exercise; it is an active cultural preservation strategy in accordance with the cultural mandate of South Sumatran cultural stakeholders. This process enables prospective teachers to "voicing the past" and "scripting the future" by bridging traditional values into contextual and innovative media.

Journal of Innovative Research in Teacher Education (JIRTE) aims to present the compilation of up-to-date and innovative research papers, reviews, and argumentative essays on education in general and teacher education in particular. It is expected that the papers published in JIRTE will raise issues related to teacher education in various field areas; open up discussions related to those issues; suggest different methods of handling those issues or solving the related problems. It is also hoped that the studies published in JIRTE will provide the basis for timely discussions on the various areas of teacher education, and give direction to innovative research and practices. The paper accepted to JIRTE will be given DOI numbers and then published free of charge. JIRTE is an international peer-reviewed journal published three times a year in April, September, and December. In the reviewing processes, JIRTE uses the double-blind review method for all studies sends for publication. In this method the identities of the authors and reviewers are confidential. In order to ease this process, the authors are required to prepare and then check their manuscripts not disclosing any name or other identifying information. Authors can use MS Word’s ‘Document Reviewing’ feature for this purpose. Studies to be published in JIRTE need to be carried out in any areas of educational sciences, especially in teacher education. They can be carried out in any form of quantitative, qualitative or mixed-method research; Literature analyses, meta-analysis, meta-synthesis studies, and book reviews and opinion papers can be sent to JIRTE for reviewing and publication. JIRTE gives priority to research papers. Attention is paid to the issue that the number or quantity of review papers should not over-throw the number of research papers. JIRTE also gives priority to papers prepared in English (full text). Being respectful to the ethical codes of academic research, copyrights, and human rights, JIRTE accepts research papers, compilations, book reviews and opinion papers for peer-reviewing and publication in the areas of educational sciences and teacher education listed below: Physical Training and Sports Computing, Computers and Instructional Technologies Educational Administration and Inspection Counseling and Psychological Guidance Curriculum and Instruction Educational Measurement and Evaluation Philosophical, Social and Historical Foundations of Education Pre-school (Early Childhood) Education Elementary Education Philosophy, Psychology, and Sociology in Education (Teaching Philosophy, Psychology and Sociology in Secondary Education) Turkish Language Education Turkish Language and Literature Education History Education (History in Education/ History Teaching) Teaching Ataturk's Principles and History of Turkish Revolution Geography Education Social Studies Education Science Education Biology Education Physics Education Chemistry Education Mathematics Education (primary and secondary) Fine Arts Education Modern Languages Education/Teaching (Arabic, English, French, German and etc.) Special Education (and its sub-fields) Other Areas Related to Education and Teacher Training Teacher Education (all fields)

Relevance. Systemic changes in education, driven by digital transformation, necessitate the development of a methodology for studying transformative processes within the post-non-classical scientific paradigm. This study aims to describe the methodological foundations for qualitative research of pedagogical reality, with a focus on the subsequent application of scenario forecasting. The research employs various methods, including theoretical and discursive analysis, ranking results from a survey of teachers (N = 800) working at universities and institutes implementing teacher training programs (Volgograd, Vologda, Moscow, Omsk, St. Petersburg, Saratov, Tobolsk, Ulyanovsk), and generalization techniques. The main results. The transformation of the education sector is viewed as a systemic renewal influenced by external factors. The study presents the methodological framework for analyzing transformation of education, tailored to the current stage of scientific development and highlighting the “new” role and responsibility of researchers. It emphasizes the importance of collaborative research experiences and situates transformative processes within various university contexts. Importantly, it argues that understanding the transformation of pedagogical education cannot occur in isolation from analyzing the transformation of school education. The study demonstrates that the phenomenological approach is effective for identifying both objective and subjective characteristics of pedagogical reality in the course of the analysis of the transformation of pedagogical education. Pedagogical education is conceptualized as a self-organizing social system characterized by instability and dynamism, which necessitates participation in the study of all stakeholders interested in making decisions affecting their fate. This approach also involves the use of humanitarian expertise and scenario forecasting. By examining transformation practices in a specific context, researchers can select appropriate scenarios (analog, adaptive, innovative) and develop prospective assessments. Conclusions. The research methodology for studying transformation of higher pedagogical education relies on phenomenological reflection and primarily utilizes qualitative analysis methods. It emphasizes the research team’s responsibility for scientific outcomes and their integration into the scientific community’s activities. It should be adapted to specific university research conditions. Practical Significance. The methodology is relevant for fostering collaborative research initiatives and developing research programs aimed at transforming pedagogical education across various universities.

In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators cross-cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact of crossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeks to engage readers in a variety of critical reflections on the often-presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternative perspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collection intends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.

This chapter seeks to introduce and develop the concept of Brave Research, a new idea for teacher educator research. Brave Research is an idea we are beginning to conceptualise as teacher educator research that contributes towards the much-needed transformation of teacher education, teacher educators, and the communities we serve. We suggest this transformation will happen when we, as teacher educators, seek to make changes, however small, to our practices and the places where we practice so that we contribute to making this world a more harmonious and better place to learn for our students, to teach for our teachers, and to live for those we live alongside. To this end, this chapter shares our and others’ ideas about what Brave Research is, what it could be, and why it is important for us to reimagine why, how, and with whom we conduct it by suggesting how diverse and inclusive forms of research might positively change the world of teacher education, education, and the communities it serves. Then we turn a critical lens on our own practice as researchers to judge its bravery and what shaped this. From there, we suggest nine possible features of Brave Research’s conceptual framework, the implications of this for teacher educators, and the conditions that might enable or constrain it. We conclude the chapter with two invitations. The first urges teacher educators to be 10% braver and then for the reader to join us in our search for forms of Brave Research that might transform our work as teacher educators and contribute to the professional and academic knowledge of teacher education so our research is seen as being of value to government and policy makers and those who fund educational research.

ABSTRACTRecognising the importance of learning from experience, this mixed methods study critically problematises how teacher educators position student teaching as pivotal in teacher education programmes’ inability to focus on racial equity. Through learnings from a survey of US university-based teacher educators who constructed student teaching placements in schools serving students of colour as problems, this article unveils how the concept of quality cloaks the re-production of racism in and through teacher education. Seeking to address how teacher education is implicated in the re-production of racial inequities, a teacher educator partnered with teachers in the most segregated system of state schools in the US to transform student teaching. In describing a situated representation of an innovation at once practice-focused and theoretical, this article illustrates the power and potential for praxically-just critical transformations in teacher education. Findings shed light on the power of Freirean culture circles for transforming teacher education. Implications point toward the need to recognise, problematise, and interrupt ways in which the White-centric rhetoric and practice of teacher education continue to foster racism and re-produce injustice.

PurposeThe explanatory study aimed to understand the global perspective of quality education and describe transformative strategies that empower teacher educators and equip the education system and future teachers to act as change agents by fostering learning processes that support students towards a sustainable future.Design/methodology/approachThe explanatory study used a descriptive qualitative design. The researchers conducted four semi-structured group interviews of the 23 participants including pre- and in-service teachers, teacher educators, and policymakers from Austria, Germany, Italy, Canada, the United States, and South Africa during the Teach4Reach 1.0 project on SDG4. The inductive thematic analysis of the data was guided by Kuckartz’s six-phase approach for constructing data-driven categories.FindingsThe study identified SDG4 as pivotal in supporting the overall UN Agenda 2030. Furthermore, three distinct themes unequivocally emerged and were developed concerning the imperative nature of envisioning transformation for sustainability: (1) collaboration, (2) well-being and context of individuals, and (3) strategies for skill development.Research limitations/implicationsDue to the qualitative nature of the study, the participants’ comprehensive understanding of the SDGs and their perceptions remained conditional to methodological subjectivity.Practical implicationsThe study enabled a dialogue between educational stakeholders (pre- and in-service teachers, teacher educators, and policymakers), whereby an awareness and encouragement of SDG4 regarding quality education and training of quality future teachers occurred. A further implication includes increased collaboration and dialogue regarding the well-being of individuals (educational stakeholders), the context of individuals, and strategies for skill development.Originality/valueThe study elaborates on reaching the SDGs and identifies themes essential for sustainability transformation in teacher education. It also highlights further research and clarity about the responsibilities of educational stakeholders for quality education, for instance, (1) how to increase the supply of quality teachers by focusing on collaboration, well-being, and the contexts of individuals and (2) how value-embedded skills can support quality education for sustainability.