ABSTRACT It is important to have the support of an expert mentor when experimenting with different teaching methods. Three instructors within the scope of the project were given mentoring training by three experts. In this training process, collaborative, modeling and game-based teaching methods were preferred for each mentor-mentee pairing, respectively. According to the results of the study, while mentors found themselves competent as a result of their self-assessment before the implementation, they stated that they would have a positive, constructive and educational attitude in the mentoring process, that they would guide and support their mentees while training them, and that they would make a fair evaluation. In addition, mentors and mentees stated that the teaching process was conducted in a positive, warm and constructive way, that it helped them develop in their vision and professional fields, and that their performance improved at the end of the process.

ABSTRACT This qualitative study investigates the impacts of teachers’ emotional controls on students’ motivation in Vietnamese English as a Foreign Language (EFL) classrooms, focusing on the perspectives of nine Vietnamese EFL teachers across various career stages. Grounded in the theoretical frameworks of emotional intelligence and emotional labor, the research aims to explore how teachers’ management of their emotions influences the motivational dynamics within the classroom. Through semi-structured interviews, the study identifies three main themes: emotional scaffolding for motivational enhancement, creating an atmosphere of safety and trust through emotional regulation, and strategic emotional engagement for enhanced learning interest. These themes highlight the nuanced ways in which teachers employ emotional controls to foster a supportive and engaging learning environment, demonstrating the delicate balance between facilitating and hindering student motivation through emotional expression and management. The findings suggest that effective emotional management strategies can significantly impact student motivation in EFL settings.

ABSTRACT This study investigates academic staff perspectives on Artificial Intelligence (AI) in higher education, centering on formative assessment (FA) in inclusive learning environments and emphasizing the AIFA Model. Using semi-structured interviews with 34 culturally diverse faculty members teaching in mixed Jewish–Arab contexts, the study identifies three central themes: the value–action gap, factors influencing FA implementation, and domain-based FA within curricula. The AIFA Model integrates these dimensions to illustrate how staff conceptualize assessment processes and how AI-adaptive tools can support more equitable learning experiences. Findings show that FA holds significant promise for reducing educational disparities, particularly when addressing the complexities and constraints of unjust conditions. At the same time, participants underscored challenges involved in deploying AI for fair assessment, especially given structural inequalities and varying levels of AI readiness. The study offers insights for researchers, educators, and policymakers, highlighting the need to reassess AI's pedagogical, ethical, and practical implications for FA.

ABSTRACT Educational research that generates new knowledge can have a positive impact on teaching practice, yet few methods have been developed to show if, and how, knowledge-based research translation has any impact on teachers’ professional practices. The research reported in this paper evaluated the impact of a Teacher Expectations Intervention on teachers’ practice. The intervention disseminated new knowledge about teaching practices that communicate high expectations to students. Graham et al.’s (2006) Knowledge-to-Action Framework provided a conceptual framework to develop, implement and evaluate the intervention with the participant teachers. The findings show that 61 secondary-school teachers experienced overall positive impact on their professional practice. The contribution of this study is the development of original methods that other researchers can use to translate knowledge for impact on teachers’ practice. The model offers new, original ways to explore practical research impact, addressing the urgent need for ways of discussing impact beyond traditional citation metrics.

ABSTRACT This qualitative study explores the challenges science teachers face when teaching students with hearing loss and the obstacles these students encounter in science classrooms. It also examines how STEM subjects are taught to these students. Using semi-structured questionnaires and interviews, data were collected from 59 science teachers and 80 students in four special schools in southwestern Nigeria. Findings reveal that many teachers lack professional training in inclusive education, while schools are often ill-equipped to support students with hearing loss. Students struggle with scientific terminology and face social stigmatization. The study recommends government-provided teacher training on inclusive education, collaboration with society to improve infrastructure, and creating an inclusive learning environment. Implications are such that for the performance of students with hearing loss to improve, inclusive teaching methods, accessible educational resources, and an inclusive learning environment to support students with hearing loss in science education will be required.

ABSTRACT Social accountability directs educational efforts toward developing a responsible workforce that meets community health needs. This study assessed processes and content in the surgical technology laboratory at Tabriz Nursing Faculty based on an accountability model (Responsibility, Responsiveness, Accountability) and designed a new model. A Delphi panel consisting of 15 experts rated 12 survey statements on a four-point Likert scale. The mean scores and Content Validity Index (CVI) were calculated, with a consensus defined as CVI above 79%. The Accountability 3A model includes three stages: Awareness (needs assessments, situation analysis, strategic and operational planning), Action (planning, capacity building, innovative methods), and Achievement (impact evaluation, reflective criticism, and evidence provision). Feedback over multiple Delphi rounds confirmed consensus, as the average score of all checklist components exceeded 3, with a CVI of 80% or above. Thus, the Accountability 3A model can serve as a valid guide for planning clinical education.

ABSTRACT In Lebanon, given that research and teaching are dual roles and given the limited number of studies regarding the topic at the national level, analysis of factors that may influence university students’ knowledge and attitudes toward research and stratification of gender and study major was conducted. This study aimed to assess research-related knowledge and attitudes and associated factors; a secondary objective was to stratify the results on gender and students’ field of study. A cross-sectional study was conducted from January to May 2022 among 445 university students using a validated questionnaire. Higher knowledge about research was significantly associated with graduate student and majoring in health, medicine, or science. High and intermediate GPAs and checking research carried out by instructors were associated with a better attitude towards research. There were also discrepancies between universities in that regard. Knowledge and attitudes about research among university students are multifactorial.

ABSTRACT This study used the leader-member exchange theoretical perspective to examine the intervening roles of psychological safety and employee autonomy in the influence of inclusive leadership on employee innovative behaviour among staff of a higher education institution. Data from 301 staff was analysed via 10,000 bootstrapping subsamples in PLS-SEM. A multigroup analysis was further performed to ascertain sex differences in the studied phenomenon. The study revealed that inclusive leadership has a positive influence on psychological safety, employee autonomy and innovative behaviour. Both psychological safety and employee autonomy positively influenced employee innovative behaviour and played partial mediating roles as well. The multigroup analysis showed that differences did not exist between males and females in the relationships investigated. There is, therefore, the need for policies that promote inclusive leadership, psychological safety and employee autonomy to foster innovation in higher education institutions as inclusive leaders positively influence both males and females.

ABSTRACT This article aims to present the results of an analysis of the level of perceived achievement of the complex thinking competency in a population of engineering students at a technological university in western Mexico. The intention was to contrast the levels of achievement perception of this competency and its sub-competencies in two sample groups, one with first-semester students and the other with students in their last semester, to identify if there was an equitable development between men and women. Methodologically, we employed multivariate descriptive statistical analyses, confirming the development gap between genders. Although both men and women perceived developing the competency and its sub-competencies, women had more limited results, which, at the end of their university career, led them to be surpassed by their male peers.

ABSTRACT Universities rely on rubrics to assess student performance and have done so for decades now. It is an accepted practice and appreciated by students and assessors by providing transparency and promoting consistency of assessor judgments. However, the performance of doctoral candidates often depends on supervisors' subjective feedback and ultimately external examiner reports, often without rubrics to guide judgements. This research reports preliminary findings of a pilot study of the perceived efficacy of rubrics, based on student interviews with doctoral candidates at a regional university. The project team created the Formative Assessment Criteria-referenced Tool (FACT) to be used for formative purposes with probationary doctoral candidates across different disciplines, based on a review of the literature that identified common characteristics of performance regardless of discipline. There was unanimous agreement among participants with all reporting that they perceive the tool as a useful formative feedback mechanism to guide them in writing.