Teaching through TikTok: a duoethnographic exploration of pedagogical approaches using TikTok in higher dance education in China and Norway during a global pandemic

This study explores the relationships between job stress, job insecurity, burnout, and turnover intention among faculty in private higher education institutions (HEIs) in China. Grounded in the Job Demands-Resources (JD-R) Model and Conservation of Resources (COR) Theory, the study examines burnout as a mediating mechanism in this relationship. A survey was conducted among 184 lecturers across 23 regions, utilizing purposive sampling and analyzed using SPSS and SEM-PLS research methods. Findings indicate that job stress and job insecurity significantly contribute to burnout, which in turn increases turnover intention among academic staff. Additionally, the study highlights external factors influencing turnover, such as job market opportunities and employment conditions. The findings provide valuable insights for policy-makers and institutional leaders, emphasizing the need for strategies to enhance job security, stress management programs, and faculty support systems. Addressing these issues can improve employee retention, institutional stability, and long-term sustainability in the competitive higher education sector. This research contributes to the broader discourse on faculty well-being and retention strategies in higher education.

: This paper focuses on students’ experience in student-centered learning at Higher Education Institutions (HEIs) in China. Socio-economic transformation and growth in China have led to unprecedented changes in higher education in the past three decades. The notion of world class university is high on the policy agenda at governmental and institutional levels in China. As a result, Chinese higher education has expanded tremendously both in quality and quantity. However, a slow progress has been made in engaging students in the teaching-learning process, both as beneficiaries and implementers. The study found out that students’ experiences in student-centered learning at HEIs in China are characterized by different developments and challenges. Despite the different challenges, HEIs students in China are experiencing some benefits of student-centered class environment. The students are able to share ideas and experiences, learn collaboratively, and apply content-based knowledge into real world problems. However, there is still a major problem with regard to recognizing each and every student and embracing them to the class interaction equally. Some students are dominant, while others participate rarely in the class interaction. The interaction of students is highly influenced by the experience and perception of instructors towards students’ participation. The facilitation of the instructor can recognize or marginalize students in a class and could greatly affect their participation and building up of a strong student-centered learning environment. This paper contributes in making learning more participatory, enjoyable, and meaningful. KEY WORDS: Student- centered learning, s tudents’ experience, p edagogy, h igher e ducation i nstitutions in China, share ideas and experiences, learn collaboratively, and apply content-based knowledge. About the Author: Samson Maekele Tsegay was a Program Coordinator at the National Board for Higher Education (NBHE), Eritrea. He is currently pursuing his graduate study in comparative education at the Faculty of Education BNU (Beijing Normal University), 19 Xinjiekouwai Street, Beijing, China 100875. The author can be contacted via phone: (+86) 18813044150 or e-mails at: samex221@gmail.com and samex221@yahoo.com How to cite this article? Tsegay, Samson Maekele. (2015). “Students’ Experience in Student-Centered Learning at Higher Education Institutions in China: A Case Study” in EDUCARE: International Journal for Educational Studies , Vol.7(2) February, pp.135-146. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 21, 2014); Revised (December 29, 2014); and Published (February 28, 2015).

With the rapid development of information technology and the in-depth promotion of informatization in higher education, the importance of information literacy education in the libraries of higher education institutions has become increasingly prominent. As an effective way of information literacy education, the cooperative teaching model has gradually attracted extensive attention. However, there are many influencing factors in the process of information literacy cooperative teaching in Chinese higher education institutions. This study aims to explore these influencing factors and systematically analyze the key factors influencing the cooperation between libraries and teachers, faculties and other departments in higher education institutions to carry out information literacy education through literature analysis, including the lack of co-teaching as part of the organization's strategic goals, the lack of support from authoritative organizations, and the lack of financial support. The results of this study will provide a theoretical basis and practical suggestions for optimizing the cooperative teaching mode of information literacy in libraries of higher education institutions in China, to promote the sustainable development of information literacy education.

The number of female teachers in higher education institutions in China has exceeded half of the total number of teachers. However, their work and quality of life are far from reaching the ideal level, with many facing an identity dilemma. Based on the two-factor theory, using purposive sampling,125 female teachers in higher education institutions were given a questionnaire. Independent t-test and correlation analysis was used to examine the factors affecting the female teachers’ identity in China’s higher education institutions. This study suggests solutions to improve female teachers' identity dilemmas and their quality of life.

The adoption of Artificial Intelligence (AI) is transforming higher education institutions (HEIs) in China, addressing the demand for improved academic and administrative performance. This study explores the relationships among AI adoption, knowledge management, and organizational performance, highlighting the mediating role of knowledge management. Using structural equation modeling (SEM) and data from 300 respondents across Chinese HEIs, the findings reveal that AI adoption significantly enhances organizational performance, with knowledge management amplifying its impact by fostering innovation and informed decision-making. The research underscores the importance of managerial and organizational capacity in facilitating effective AI implementation. These insights offer strategic guidance for HEI leaders and policymakers in leveraging AI and knowledge management to achieve sustainable onganizational performance.

The widely established role of higher education institutions in contributing to regional development is now also encouraged by the Chinese government. This development has been enabled by changes in state policy that in some respects align with global trends towards expansion, marketisation, and regional decentralisation in national higher education systems. However, the regional engagement of higher education institutions in China takes distinctive forms that are shaped by specific features of its governance system, including the politicisation of higher education, the incorporation of higher education institutions into the administrative hierarchy, and the disequilibrium of funding schemes between central and provincial owned higher education institutions. This paper provides a preliminary analysis of this relationship between higher education and regional development in China. It argues that the policy to encourage regional engagement by higher education institutions in China has generally served to enhance patterns of regional inequality between the coastal and inland regions and between upper- and lower-administrative level cities.

Purpose: An analysis of literature review on benefits, opportunities, challenges, prospects of online teaching in higher education gives an insight into various factors leading to the effective implementation of online teaching in higher education institution. An honest attempt is made for enabling the teachers to understand these factors for adopting online teaching in higher education institutions. Design/Methodology/Approach: This study is a qualitative literature review, which is based on secondary data. This data is collected from various websites, journals, research papers, articles, several surveys, and reports. Findings/Results: Based on detailed analysis of literature review, assisted in finding out research gap and prospective research proposal which will help in the formulation of the future research study in the area of online teaching in higher education. Originality/Value: This paper analyses and identifies the research gap after a detailed analysis of the literature review. Based on the research gap, specifies the research proposal for further study. Paper Type: A literature review on benefits, opportunities, challenges, prospects of online teaching in Higher Education.

This study analyses the impacts and challenges of emergency remote teaching in Higher Education institutions in Porto due to the COVID-19 crisis in 2020. We carried out an exploratory study of a qualitative nature to analyze the perceptions of teachers and students about the digitalisation of the teaching and learning process in Higher Education. Data were collected through semi-structured online, synchronous interviews with ten professors, who accepted to participate, and balances of the lived experience written and made available on the Moodle Platform by ten students. Subsequently, content analysis and triangulation were carried out with the support of the Nvivo Software. The study revealed that remote teaching in Higher Education had an impact on reinforcing the training of teachers and students in using new technologies and on changing pedagogical practices. In addition, it can contribute to researchers' reflections on online data collection in qualitative research.

This paper studies the teaching abilities of physical education (P.E.) teachers in colleges and universities. First, an evaluation indicator system for the teaching abilities of P.E. teachers in colleges and universities was constructed using the Delphi method, and then the weights of indicators at each level were determined using the expert survey method, so that a standard scale was formed for the teaching ability evaluation system. After that, empirical analysis was performed on the evaluation indicator system. The research results show that the teaching ability evaluation indicator system for P.E. teachers in colleges and universities proposed in this paper can be used to give a quantitative analysis on teachers’ teaching abilities and clearly reflect their deficiencies in teaching. This will allow teachers to understand what to improve in their teaching so that their teaching abilities will be enhanced. This research provides theoretical and practical references for the evaluation of P.E. teachers’ teaching abilities in higher education institutions in China, and thus, it is of great theoretical and practical significance to promoting the reform of P.E. teaching in higher education and the professional development of teachers.

Issue 47 of Publicaciones brings excellent news for this research journal: from October 2017 it is included in the prestigious Scopus database. This achievement has been made possible by two factors: on the one hand, all the work done by previous editors-in- chief of Publicaciones, the Editorial Board, the Advisory Board, the peer reviewers, the Administration and Services staff of the Melilla university campus, the various interns the journal has had, and our sponsors, the Department of Education, Youth and Sport of the Autonomous City of Melilla and the Office of the Vice-Rector for Research and Knowledge Transfer of the University of Granada. On the other hand, the new strategy of internationali- sation and visibility on social media that the journal has been following since July 2016 has also made an important contribution. During the past year, Publicaciones has been presented in higher education institutions in China (Shanghai International Studies University and Peking University) and Mexico (Autonomous University of Yucatan and Centre for Teaching and Research of the Ministry of Education of the Yucatan State Government), and it will continue on this path of interna- tionalisation over the next few years. It has also established collaboration agreements with a number of institutions and international education networks to publish special issues. As for its presence on social media, work has been done on search engine optimisation (SEO) and networks, web traffic monitoring, updating the Google Scholar Citations profile and creating a new Facebook profile. All this is gradually building a process of national and international growth and expan- sion for the journal, which will continue seeking to be included in new document collections and databases and to increase its quality factors and indicators. Turning now to the content of this issue, number 47, it begins with a study on the use of information and communication technologies (video tutorials), improving the educa- tional process and effective inclusion of students with different interests. This is followed by a literature review on democratic citizenship and cultural diversity. Next comes an empirical article on development and validation of the School Adjustment Questionnaire (SAQ), using statistical homogeneity, factorial and internal and external validity analy- sis. Fourth, there is a study carried out at the University of Cienfuegos (Cuba) on the use of responsibility value by a sample of physical education teachers in higher education. The fifth article addresses the psychological and physiological response to listening to music, through galvanic skin response (GSR), alpha brain waves (ABW) and heart rate (HR). The issue concludes with a pilot study on improving entrepreneurial competence in secondary education. As in previous issues, the team would like to take this opportunity to express its grati- tude to the authors of the articles published, to those who have helped carry out the various tasks needed to make it possible to publish this issue number 47, and to the institutions that sponsor its publication.

In 1989, China started charging tuition on a very small scale at a number of universities as a result of the global trend of cost-recovery policies, thus ending the free higher education era in China. It was not until 1997 that all higher education institutions in China started charging tuition and fees. Both the expansion of higher education and the wide gap between income and tuition and fees have created an increasingly high proportion of students who are academically qualified but cannot afford to go to college. To address the problem of the increasing number of financially needy students, in 1999, China launched the pilot Government-subsidized Student Loan Program (GSSLP) in eight cities. This program was extended to full-time students at all of the 1,942 public higher education institutions in 2000, and has been undergoing revisions ever since, including major ones in 2004 and 2007. As of 2009, the number of financially needy students in China reached 5.27 million, accounting for 23.06 percent of the total enrollment of 22.85 million at higher education institutions in China. Behind those statistics are young people who suffer in many ways. This book provides multiple perspectives, namely, global, comparative, empirical, practical and philosophical ones, on the GSSLP, the largest financial aid program in current China. It not only provides information on financial aid policies, especially the GSSLP, in China, but also offers a comparative perspective by examining student loan programs in the United States and Australia, which are more mature and better developed. Using original dataset, the empirical and practical perspectives examine the effect of the GSSLP on students' behavior, and look into the different aspects of the GSSLP, including students' perceptions of and attitudes toward the program, as well as its implementation. In addition to these technical aspects of the GSSLP, this book also examines the larger concepts of equality and social justice from a philosophical perspective, and argues that education can potentially play a significant role in realizing true equality by changing the self-interest-maximizing social ethos into an egalitarianism-oriented social mentality.

The article defines and substantiates the pedagogical conditions for the training of future German language teachers in higher education institutions on the basis of the acmeological approach. The relevance of scientific research is manifested in the rapid changes in society, which require professionals to self-improvement throughout life. To date, the issue of substantiation of pedagogical conditions of future German language teachers in higher education institutions on the basis of acmeological approach remains insufficiently studied. The study of the concept of "pedagogical conditions" is based on the conditions of its origin, functioning, evolution and optimization. The factors of the acmeological environment of the higher education institution are determined and detailed. The authors characterize expediency of introduction of the acmeological approach in educational process which will promote gradual harmonious and integral development of the future teachers. The article deals with complex and multidimensional acmeological environment of a higher education institution in terms of the basis for the professional development of future teachers. According to the analysis of scientific literature and the authors' own experience, the term "motivation for achievement" is substantiated, that is the internal readiness of higher education seekers to achieve a special result due to certain individual and objective prerequisites for training future German language teachers in higher education based on acmeological approach. Factors that contribute to the development of positive motivation for achievement are described. The essence and necessity of acquiring key competencies and skills defined for the European educational space are explained, the focus is on the relevant competency groups in terms of acmeological approach to the training of future German language teachers.

Digital literacy improvement is considered supportive to optimize the use of social media platforms in a positive way. The influence of platforms such as TikTok is considered significant for influencing the academic performance level of a student pursuing his/her higher education. However, lack of proper knowledge about digital literacy improvement is still affecting the academic performance of the users in China. Relevant questions and objectives are developed to reach the purpose of the research study. The integration of the “Uses and Gratification Theory” further helps in exploring the interrelationship between the variables selected in the study that is followed by formation of the hypotheses. A detailed analysis of existing literature has facilitated the identification of the gap that shows lack of research on potential effects of TikTok on academic outcomes. Primary data collection has been used in this study for conducting the survey process among 410 students from the institutions of China. The quantitative data analysis has been used for examining the collected information through IBM SPSS. The results highlight that all the variables selected for the research have a significant impact on the Academic Performance of the students in higher education institutions in China apart from frequency of usage. Its direct impact on Academic Performance has not been established by the findings from the analysis. The study helps in identifying the need for more extensive research or doing qualitative data based research for exploring more ideas about the factors associated with digital literacy improvement by practical strategies.

China's Policies for Minority Nationalities in Higher Education: Negotiating National Values and Ethnic Identities

중국의 독립학원은 민간의 교육투자를 인정하여 투자자 개인이나 기업, 사회의 지원 자금 활용을 용이하게 하고, 학교의 학사 운영, 학생 입학전형, 예산의 집행 및 관리, 별도의 법인 설립 및 학력 인정 등에 대해서 국가 주도로 설립된 공립대학과 다르게 사립대학인 민판학교 방식으로 자율적인 운영을 보장하는 등 중국 내의 고등교육기관의 다양성을 갖추고자 하는 목적으로 설립되었다. 하지만 1990년대 초반 이후 중국 고등교육의 새로운 방식으로서 나타나게 된 독립학원은 지난 30여년의 시간 동안 양적인 성장을 이루었음에도 아직 교육의 질적 측면에서의 성장은 미흡한 상황이다. 중국의 독립학원이 관심을 받는 이유는, 독립학원이 모체 대학(母體)의 시설과 교수, 개설된 전공에서 지원을 받고 대학의 명성을 공유하는 등 대학 자체의 발전을 위한 노력보다는 학생 모집에 중점을 두는 방식으로 운영한다는 것이다. 따라서 본 연구는 중국의 독특한 고등교육기관인 독립학원의 현황과 관련한 정책을 분석하고자 하였다. 연구 목적을 달성하기 위해 다차원 교육정책분석 모형을 활용하여, 규범적 차원으로 중국의 독립학원 정책의 영리성 문제와 중국인의 차서격국(差序格局) 중심의 꽌시(關係) 문화를, 구조적 차원으로 독립학원 관련 정부기관 구조, 국유민판의 운영구조를, 구성적 차원으로 중국의 독립학원 이해관계자의 속성을, 기술적 차원으로 독립학원 정책과 법제화 과정을 살펴보고자 하였다. 분석 결과를 통해 중국의 독립학원 정책의 방향성에 대한 시사점을 제시하고자 한다.China’s independent college approved private education investment, and facilitates the use of funds to support individual investors, corporations, and society. In contrast to China’s public universities, the college guarantee private school method of operation. Its bachelor’s degree, admission to students, the establishment of a separate corporation, and the recognition of scholastic achievements, was established with the aim of ensuring the diversity of higher education institutions in China. However, since the early 1990s, the independent college, which has emerged as a new way of higher education in China, has achieved quantitative growth over the past 30 years, but the quality of education has not yet grown. The reason why the independent college in China is interested is that it receives support from the facilities and professors of the original public college, and the major in which it is established and shares the reputation of the university. This study tried to analyze the policy of independent college which is a unique higher education institution in China. For this purpose, we use Four-Dimensional Framework to analyze the problem of China’s independent colleges. It examines the profitability and non-profitability of independent college as a normative dimension and analyzes the Chinese society that have the old “guanxi” culture core in China. On the structural dimension, we analyzed the structure of the relationship in educational administrative institution. On the constituentive dimension, we observed that the various stakeholders who are interested in the independent college policy. Finally, we searched for future directions of the independent college centered on the process of legalization of independent colleges in technical dimension. The results of this analysis suggest the implications of the direction of China’s independent college policy.