This paper explores the processes involved in talent acquisition practices, including recruitment, selection, and professional development within the context of private schools in Greece. Unlike the standardized recruitment and selection processes observed in the Greek public educational sector, which assess formal qualifications alongside social criteria, the private sector in Greece adopts a talent acquisition approach primarily based on job-matching theory. The theoretical section of the paper examines the divergence in talent acquisition processes between the Greek public and private educational sectors. In the empirical research section, the study presents findings from qualitative research conducted through semi-structured interviews with 15 managers from private schools in Northern Greece. Thematic analysis was employed for data analysis, with convenience sampling utilized as the sampling method. The research aims to capture managers' perspectives on selection methods, training practices, and professional development initiatives for educational staff. The findings highlight the emphasis placed on soft skills during the recruitment process, the diverse blend of skills and qualifications that form the occupational profile demanded and the significant role of managers in facilitating the professional growth of educational staff.

This study explores the impact of parenting styles on the English learning engagement of non-English major students and examines the mediating role of individual self-control. The research utilized an online survey distributed to 500 non-English major students at SUniversity, with 429 valid responses analysed. The Chinese edition of the Short Egna Minnen av Barndoms Uppfostran (S-EMBU-C), the English Learning Engagement Scale, and the Self-Control Scale were employed to measure parenting styles, learning engagement, andself-control, respectively. Structural equation modelling (SEM) was used to analyse the relationships among these variables. The results revealed that positive parenting styles significantly enhance English learning engagement, while negative parenting styles diminish it. Moreover, individual self-control was found to mediate the relationship between parenting styles and learning engagement, suggesting that students with stronger self-control are more engaged in their English learning. In conclusion, this study underscores the importance of positive parenting in fostering students' learning engagement and highlights self-control as a critical factor in this process. These findings contribute to the understanding of how familial influences and individual traits combine to impact academic performance in non-English major students.

One of the latest innovations in the field of education is the integration of Information and Communication Technologies (ICTs) as they are believed to be important potential grounds to sustain education reform efforts. Therefore, the quality of teachers and their continuing professional education remain central to the achievement of quality education. The present paper seeks to unveil EFL University Algerian teachers’ attitudes towards professional development in ICTs integration as well as identifying the main challenges facing them. This study is carried out in an EFL context with eight (8) EFL teachers at the Department of English of Mouloud Mammeri University of Tizi-Ouzou, Algeria. This work relies on the quantitative approach which describes the results developing quantitative data. The measurement tool that is used is a questionnaire which is administered to (8) Eight EFL teachers. The findings of this study reveal that the reciprocal relationship between research and practice is a necessity in teachers’ professional development for ICTs integration. However, teachers face many barriers such as lack of access to quality digital content. To this end, it is recommended that teachers’ professional development in ICTs integration in the Algerian higher education should foster training in the adaptation to the evolution of change of the profession of teachers.

Starting from the basic principles and theories of Adult Education, the specific characteristics of adult learners, as well as the conditions for their effective education, the present study will attempt to present the importance of the use of audiovisual material (television, educational and non-educational, video, multimedia, etc.) in Adult Education in Second Chance Schools. For the effectiveness of education in adult population, it is useful to follow some prerequisites. The connection of learning with the needs of learners, as well as its voluntary nature are considered necessary elements. Still, for learning to be effective, careful structuring of the educational programme is needed, with clear reference of the educational objectives to the trainees. Also, personalisation in learning is considered particularly useful by incorporating the ways and pace of learning desired by the learners. Audiovisual media can be an important facilitator for adults in order to enable their active participation and overcome any obstacles on the path to the acquisition of new knowledge, since knowledge is made tangible through them. The use of audiovisual media, in contrast to traditional teaching methods, therefore, enhances adult learners' motivation to learn, since the combination of image and sound, as well as the charm of the codes of spectacle, make these media attractive, while at the same time allowing observation and enhancing group or practical exercises, they also contribute significantly to the process of self-education. Audiovisual media also promote self-activity, with an attempt to personalise teaching. The present research examined via a project the results of the use of audiovisual materials in an adult class of a second chance school in the suburbs of Athens. The results show the importance of use of audiovisual material in adult classrooms, not only for the new knowledge acquisition but also for the students’ satisfaction and motivation for the learning process.

This qualitative research aims to explore the integration of experiential learning theory (ELT) by David Kolb with theatre practice for degree programs in the musical class during the COVID-19 pandemic. By adapting the concept of Kolb Experiential Learning Cycle (ELC) and Learning Style Inventory (LSI), the instructor designed A New Experiential Cycle for Theatre Practice, comprised of 7 components for creating a musical show called “One-Wan Musical in Museum”. There are 1) Large Group Activity 2) Group Assignment 3) Independence Learning Task 4) Self-Reflective Class 5) Rehearsal Practice 6) Team Reflective Class 7) Theatre Performance. The researcher also suggests Three New Normal Teaching Strategies to encourage students to achieve their full education and learning potential during the pandemic, which are 1) Hybrid Learning Platform 2) Double-casting technique 3) Student-to-student Interaction.

To advance academic performance and classroom practices, teachers must understand and continually improve their content knowledge and teaching skills. Physical Science teaching and learning require this level of understanding, as it serves as the foundation for didactical content knowledge and scientific practices. Physical science teachers usually use traditional teaching methods, which explains the lack of effective methods for improving physical science knowledge. This article demonstrates a teaching approach that can enhance the teaching and learning of Physical Science in STEM (Science, Technology, Engineering, and Mathematics) classrooms. A professional development workshop for Physical Science teachers was conducted to compare two different TLS (Teaching and Learning Sequences). TLS were designed, and one method incorporated virtual and hands-on experiments. The TLS were used to enhance teachers' understanding of electromagnetic theory, a topic prescribed for learners taught by the sampled group. A qualitative method supported by secondary quantitative data was applied to collect data from 16 and 15 in-service physical science teachers, respectively. The analytical responses were categorized using participatory observation and factor analysis, as well as a mean of normalized gain to determine improvement in knowledge. Teachers' conceptual understanding of electromagnetic theory was attributed to virtual and hands-on experiments in teaching-learning processes. Re-evaluation of TLS and the integration of practical and science teaching in the classroom were recommended.

The COVID-19 pandemic presented many opportunities for instructors of foreign languages toexperiment with online learning technologies and gain knowledge that would assist them in theimplementation of these tools in the future. Even though COVID-19 pandemic generatedchallenges, these opportunities were plentiful. Therefore, this study investigates the challengesfaced by English as a Foreign Language (EFL) instructors while delivering online EFL classesduring the pandemic in Japan. The study investigates how they have overcome obstacles andwhat they have discovered from their experiences that can help online language instructorsimprove the quality of instruction they provide. Semi-structured interviews were conductedwith seven EFL instructors at the English Department of a Japanese university using MicrosoftTeams. During the interviews, participants revealed how they overcame challenges to intereststudents in their online classes and how they came up with unique techniques to teaching.Based on the findings, it appears that the online pedagogical training that instructors receivedwas inadequate. As a result, the study recommends that universities should formulatestandardized guidelines for the delivery of education over the internet and expand the types ofopportunities provided for instructors to receive adequate training.