The Role of Teaching Experience in Shaping University Lecturers’ Enacted TSPCK in Electrochemistry

The use of technologies is intended to improve the processes of knowledge dissemination among the lecturers in universities in the modern age. The research was at the cross-section between open science project and sharing of knowledge among lecturers in public universities Southwestern Nigeria. A descriptive survey research design was used. The sample population of the study included 227 lecturers in the public universities in Southwestern Nigeria through the purposive sampling method with 12 universities being selected of 3 states that comprise Ekiti, Ondo and Osun States, Nigeria. An online questionnaire using WhatsApp was used to collect data and analyse the data concerning the research questions with the descriptive statistics. The findings revealed low awareness and usage of open science initiatives to disseminate knowledge among the lecturers with the average mean (=2.49). The implementation of open science initiatives was crippled by rigorous peer review process and poor funding of research. The study found a positive significant relationship between awareness and knowledge dissemination using open science initiatives among the lecturers in the public universities in the selected state, Nigeria (r =.429; df=221; p=0.01). In conclusion, the research concluded that the awareness of open science initiatives among lecturers in public universities in selected state, Nigeria was low. Although they know about Directory of Open Access Journals (DOAJ), research data management training, open data repositories, and Open Access Scholarly Publishers Association (OASPA). It was recommended that university management ought to formulate policies that will promote the implementation of open science initiatives in knowledge dissemination among lecturers in public universities in Southwestern Nigeria.

This study focused on Ethical and Intellectual Considerations in the Deployment of Artificial Intelligence in Educational Assessment and Research among Social Studies Lecturers in Universities in south-south, Nigeria. Three research questions and 3 hypotheses guided the study. The study adopted a descriptive survey research design. The study comprised of 120 Social Studies lecturers in public federal and State universities in south-south, Nigeria. A structured questionnaire was used for data collection. Data were analyzed using descriptive statistics (mean and standard deviation) to summarize responses and t-test statistics to test the hypotheses. The findings revealed among others that there was significant difference in the level of awareness regarding the responsible and ethical use of AI technologies between Social Studies lecturers in Federal and State universities. The study concluded that although AI tools offer innovative prospects for educational advancement, there is a pressing need to enhance ethical awareness and address intellectual property challenges among Social Studies lecturers. It was recommended that universities and educational authorities should organize regular training workshops, develop clear ethical guidelines, and promote responsible use of AI tools in research and assessment

This article is devoted to the compilation of a socio-cultural portrait of professors and lecturers of Russian Universities and Theological Academies – participants of the 1917-1918 Local Council of the Orthodox Church of Russia. The author analyzes the composition of the Pre-Council Commission of 1906, the Pre-Council Commission of 1917 and draws attention to the increasing role of professors in the preparation of Church reform. The professors invited to work on the project of the future Council found a new meaning for their activities, another opportunity to serve the Church. Leading experts in various fields of theological, historical sciences, and law were those who contributed to the discussions of public associations, church-state forums a high scientific level of argumentation and the construction of concepts of Church development. 46 professors and lecturers of Russian Universities and Theological Academies took part in the work of the Council in 1917. In the article, the author analyzes the social composition of the group, education, academic statuses. The author concludes that despite the differences, scholars nevertheless had a lot in common. Origin (36 out of 46 people were born in families belonging to the clergy) and education (35 out of 46 people studied in theological academies) made this group a single scientific community with similar values and ideas. This explains the absence of major conflicts between professors and lecturers of Universities and Theological Academies. The work on the preparation of the Church reform, the non-institutional position in relation to the Church organization made it possible for them to acquire a new corporate identity: at the Council of 1917, scientists felt themselves to be the “Church elite”, which can and should maintain the core of the new ecclesiology – conciliarity (sobornost’).

This initial report gives an overview of some preliminary results. Please note that due to the explorative nature of some analyses, the significant tests should only be used to aid interpretation. We recommend focusing to the effect sizes presented when interpreting the results (see Wasserstein & Lazar, 2016). The interim report starts by describing the demographic data of our student and university teacher sample. Following that, some general findings on students’ and lecturers’ general life satisfaction and well-being are presented. Well-being is measured by self-reports of perceived stress which is compared to ratings of a norm sample (Fliege et al., 2005). In the paragraph on teaching, students’ and university lecturers’ attitudes towards e-learning are presented. Moreover, an overview on the choice of communication channels is provided along with the type of course (seminar, lecture, etc.). Additionally, the student perceived interaction between students and lecturers during online teaching is discussed. Following this, lecturer behavior concerning the support of students’ basic psychological needs is presented, as well as the teachers’ and students’ motivation and well-being during classes. To conclude the interim report, the descriptive data on perceived support from the university and peers from the perspective of lecturers is presented.

This study investigates the concept, development, and influencing factors of work stress among university lecturers. Work stress primarily originates from factors such as inadequate professional skills, heavy workloads, career development pressures, strained colleague relationships, and family life, exerting profound effects on lecturers' psychological, behavioral, and physiological well-being. Previous research explores this through methods like surveys and case studies, proposing strategies involving collaboration among lecturers, school organizations, the government, and society to alleviate work stress. However, current research on university lecturers' work stress has some limitations. Looking forward, future research on university lecturers' work stress expands in four directions: First, systematically exploring the positive effects of work stress among university lecturers; second, standardizing qualitative and quantitative research on work stress; third, delving into university lecturers' work stress from the perspective of psychological contracts; and fourth, conducting research on work stress among different types of university lecturers for a more comprehensive understanding of this phenomenon.

The present study aimed to evaluate the effect of global postural re-education (GPR) on sleep quality and stress in female health science lecturers. A total of 24 female university lecturers were allocated in this randomized controlled trial into intervention (n = 12) and control (n = 12) groups. The intervention group underwent familiarization and training on the therapy to execute an 8-week treatment with GPR. Data collected on sleep quality were analyzed using 24-h accelerometry (Actigraphy GT3X+) in addition to the Pittsburgh Sleep Quality Index (PSQI) questionnaire score as well as the State-Trait Anxiety Inventory (STAI) anxiety questionnaire. Data on stress were collected by measuring salivary cortisol. After comparing the GPR of the groups, there was a main effect of the group (F = 5.278, p = 0.044) for PSQI. The post-hoc analysis revealed that both groups decreased scores between pre- and post-treatment. Additionally, post-treatment, there were differences between groups. For sleep latency, there were main effects of group (F = 6.118, p = 0.031) and score × group (F = 9.343, p = 0.011) interactions. The post-hoc analysis revealed that treatment groups decreased scores between pre- and post-treatment, and there were differences between groups (all p < 0.050). The self-administered GPR improves sleep quality in female university lecturers, providing a valuable self-regulation tool for enhanced sleep quality and enhanced academic performance. Further study may help to develop this as a potential tool to help university lecturers' job performance.

The article formulates the concept of university lecturers’ professional self-creation based on the theoretical analysis of scientific works and determinate the importance of reflection for their professional self-creation. The results of the performed empirical study on university lecturers’ reflection and its importance for their professional self-creation are presented. The following techniques were used: A. Karpov’s method examining reflexivity, D. Leontyev’s test “The differential type of reflection”, the method examining self-development and professional pedagogical work (L. Berezhnova, modification and adaptation by L. Podkorytova), the method examining an actualized need for self-development, the short scale for self-actualization. The examined university lecturers had average reflexivity (according to A. Karpov), general reflection, quasi-reflection and introspection (according to D. Leontiev) and high systemic reflection (according to D. Leontiev). The obtained results partially confirmed our hypothesis that lecturer’s reflection is average: it was really average in the terms of reflexivity, introspection and quasi-reflection, but high in the terms of systemic reflection. The lecturer’s had an average or higher desire for self-development and quite successfully implemented it, the respondents showed mostly high self-actualization. As for the identified problems in the studied sample, lecturers underestimated their personal qualities. The correlation analysis was applied for the studied indicators. A direct (positive) correlation was determined between university lecturers’ reflection and professional self-creation. Reflection, in general, contributed to lecturers’ professional creation, especially to the fulfilled need for self-development and self-creation. Systemic reflection was especially important for self-creation and self-development. We have substantiated and presented an art therapy program to develop university lecturers’ reflection. The program consisted of 10 lessons and contained art therapeutic exercises proposed by V. Kokorenko, L. Lebedeva, L. Podkorytova. The art therapy developing university lecturers’ reflection was chosen due to its following features: deep reflexive nature, resourcefulness, richness of metaphors. Further research are seen in increased sample volume and number of used psychological examining tools to clarify links between university lecturer’s reflection and their self-esteem, self-attitude, value system; to study analogues links characteristic for other professional groups; to approbate the developed art therapy training and to conduct a forming experiment to clarify a role of reflection in university lecturer’s professional self-creation.

Digitization of university education with innovation in ways and methodologies of teaching has gradually changed the way teachers teach. University lecturers have in the past underutilized e-learning platforms in day-to-day teaching due to insufficient ICT facilities, support and training. This study, therefore, aimed to explore the tech-savvy enablers of lecturers’ preparedness for quality teaching through e-learning platforms in selected universities in Kenya. The study's particular goal was to; establish trends in the utilization of e-learning platforms for quality teaching by university lecturers. The study was anchored on Unified Theory of Acceptance and Use of Technology (UTAUT). A descriptive survey design which employed mixed research methodology guided by the Scientific Method Approach methodology envisioned by Noah and Eckstein. This study targeted a population of 1251 lecturers in the selected universities in Kenya in which it obtained a sample of 125 university lecturers, 5 Deans of school, 1 acting dean of school, 2 deputy deans of school, 1 head of ICT, 1 representative of digital school dean and 1 representative of ICT directors. Simple random sampling was employed to obtain data from 103 lecturers drawn from different schools within the selected universities. Data was collected through the Google Document questionnaire that was shared through the lectures mails and in-person interviews were conducted on university administrators. The data obtained was cleaned, organized, processed and analysed quantitatively on Statistical Package for Social Sciences (SPSS) software whereas recorded interviews were transcribed and presented qualitatively in line with the study’s themes. The findings revealed that a majority of lecturers in University Y (92.8%) and University Z (65%) taught through e-learning platforms in their previous semester and more than three quarters of the lecturers in both universities preferred to teach from home. A majority in University Y (83.1%) and 80% in University Z utilized blended mode when teaching through the platforms and were highly motivated by the institutional policy on e-learning to teach through the platforms.

The purpose of this study has focused on what kind of impact rewards and supervisor support has on turnover intentions that had been developed by university lecturers and how affective commitment plays a mediating role in the reduction of turnover intentions by university lecturers in universities of Islamabad. The quantitative technique was used to collect data from a sample of 278 university lecturers of both public and private universities in Islamabad through close-ended questionnaires. Stratified simple random sampling technique was implemented in this study. The data was analyzed through correlation and regression analysis while using SPSS. For mediation, the Preacher and Hayes Test has been used to check the mediation effect of affective commitment between independent and dependent variables used in this study. Findings show that rewards and supervisor support played a pivotal role in the reduction of turnover intentions among lecturers and developed a stronger level of affective commitment for their respective universities.

One way of ensuring fluency in lesson delivery for students to follow its flow in the classroom is through the use of fillers. This study examines the use of fillers in lectures in a public university in Ghana. Specifically, it investigates the types of fillers used in the Ghanaian English-medium classroom and discusses the communicative functions the fillers perform. To achieve these, real-time lessons were recorded from 24 lecturers in the university. The data were subjected to orthographic transcription, categorization, and thematic analysis of fillers for their types and functions in the lessons. Results show that the lecturers used 51 unlexicalized and lexicalized fillers. The unlexicalized ones comprised um, er, and uh while the lexicalized types consisted of lengthened syllables, repetition, and single words. With respect to the communicative functions, the fillers were found to perform cognitive functions (stalling and hesitating), social functions (attention getting and feedback), and discourse-regulatory functions (as editing term and discourse closing). Based on these results, it is proposed that lecturers should understand the importance of fillers so as to use them to their benefit and that of their students.&#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0795/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

This study aimed at assessing the acceptance of accounting, marketing and office technology management software applications for instructional delivery among business education lecturers in universities in North-eastern region of Nigeria. The study adopted descriptive survey design. The study used the constructs of the theory of planned behaviour. The population of the study comprises of 50 business education lecturers in the three universities that offer business education programme which are; Abubakar Tafawa Balewa University Bauchi, Modibbo Adama University Yola and University of Maiduguri. The entire population was used for the study. The instrument for data collection was a structured questionnaire. The instrument was validated by two experts from the department of vocational education, Modibbo Adama university, Yola. The reliability test of the instrument was conducted to determine its internal consistency after a pilot study conducted outside the area of the study. A reliability coefficient of 0.78 was obtained. The researcher together with one research assistant administered the instrument to the respondents manually. A total of 50 questionnaires were administered but only 43 were retrieved. The data collected were analyzed using mean, standard deviation and regression statistics. The finding of the study among others revealed that business education lecturers have accepted to use accounting, marketing and OTM software applications for instructions. The study therefore recommended among others that there is need proper utilization of these software applications among the lecturers for effective instructional delivery.

University Part-Time Lecturer's Union and Sustainable University Education and Societal Empowerment

The study examined the relationship between the leadership behaviour of Vice-Chancellors and the work behaviour of lecturers in the universities of South-West Nigeria. The study employed the correlational research design. Twelve out of the 27 universities in the South-West geo-political zone were selected as the study sample, using the stratified sampling technique. Two sets of questionnaires were adapted and used for data collection. The in- struments contain items relating to the leadership behaviour of Vice-Chan- cellors and the work behaviour of lecturers. The second was measured in terms of level of participation in university administration, cooperation, com- mitment and conformity. Lecturers’ perception of the influence of Vice-Chan- cellors’ leadership behaviour on their work behaviour was assessed on a rating scale ranging from 1 to 4. Four null hypotheses were posited and tested using the Pearson Product Moment Correlation. The test revealed varying degrees of association between Vice-Chancellors’ leadership behaviour and lecturers’ work behaviour. Recommendations for enhancing the effectiveness and efficiency of the university system aimed at the development of a culture of high level cooperation, commitment, participation and conformity of lecturers included a proposed leadership training programme for Vice-Chancellors. To facilitate the proposed training programme, sensi- tivity training, T-groups, in-baskets, case studies, business games behaviour modelling and action learning techniques are particularly recommended

Higher education is an important part of China’s education system. With the changes in social needs and development, many universities actively implement the national education plan. They have made bold attempts and practices in governance structure, professional system, course content, teaching methods, teacher structure and so on, and have made great progress in higher education. Classroom teaching is the main means of college education and teaching. Its quality is closely related to the content, method and efficiency of teachers’ teaching activities. Therefore, college teachers should actively reform and innovate classroom teaching in order to meet the requirements of talent training in the new era. This study investigated the full-time lecturers in universities in Hebei province, China. The purpose of this study is to investigate the innovative teaching practices of lecturers in colleges and universities in Hebei province. These innovative measures have injected new vitality into higher education and laid a solid foundation for cultivating high-quality talents.

Amid increasing concerns about occupational stress and emotional exhaustion among higher education faculty, this study investigates the psychosocial and workload-related factors contributing to burnout among lecturers in Ghanaian colleges of education. The study examined the predictive effects of mindfulness, work-life balance, teaching demands, classroom assessment practices, and sleep disturbance on burnout among lecturers in colleges of education in Ghana, with an emphasis on the mediating and moderating roles of supervision load and marking workload. Utilizing a quantitative correlational research design, data were collected from 320 academic staff using a structured online questionnaire and analyzed through multiple regression, moderation-mediation modeling, and latent class analysis. The findings revealed that burnout levels were significantly elevated among lecturers with high teaching and assessment demands, poor sleep quality, and insufficient work-life balance. Mindfulness particularly present-centered and non-judging awareness emerged as a robust protective factor, negatively predicting burnout symptoms such as emotional exhaustion and depersonalization (β = -0.21, p = 0.002). Conversely, increased teaching hours, student mentorship, and assessment loads significantly predicted higher burnout levels (β = 0.13-0.20, p < 0.01). Sleep disturbance played a mediating role in the pathways between both teaching demands and work-life balance with burnout (κ2 = 0.053-0.067), while supervision intensity and marking volume were found to moderate the effects of mindfulness and assessment practices respectively (f2 = 0.036-0.054). Overall, the model accounted for 61.2% of the variance in burnout (R2 = 0.612), demonstrating a large overall effect size (Cohen's f2 = 1.58). Latent class analysis further identified three burnout risk profiles, with approximately 16.2% of respondents falling into a high-risk class characterized by poor mindfulness, imbalanced work-life dynamics, excessive workload, and elevated sleep disturbance. These findings accentuate the urgent need for institutional reforms targeting workload management, emotional well-being, and systemic burnout prevention. Integrating mindfulness-based interventions, promoting flexible work arrangements, and addressing sleep-related challenges are critical strategies for sustaining academic staff vitality and productivity.