This study aims to analyze the effect of work-life balance, self-efficacy, and organizational climate on employee engagement among teachers in Jelai Hulu, Ketapang Regency. This study uses a quantitative approach with a survey method. Data were collected through questionnaires distributed to 35 teachers as respondents and analyzed using multiple linear regression analysis. The results showed that work-life balance, self-efficacy, and organizational climate had a positive and significant partial effect on employee engagement. In addition, the simultaneous test results showed that the three independent variables together had a significant effect on employee engagement. The coefficient of determination shows that the research model is able to explain 44.3% of the variation in employee engagement, while the rest is influenced by other factors outside the research model. These findings indicate that improving work-life balance, self-efficacy, and a conducive organizational climate are important factors in increasing teacher engagement. This study is expected to contribute theoretically and practically to human resource management in the field of education.

Abstract Inclusive education is a central topic in the field of education, fuelled by national and international policy and legislation. While there is no universally accepted definition of inclusive education in Ireland or elsewhere, it is widely recognised that collaboration among relevant stakeholders is a core principle underpinning inclusive practice. This paper explores Irish trainee educational psychologists' (TEPs) understanding of inclusive education, with a particular focus on the importance of meaningful collaboration with school staff and parents. A qualitative study was conducted with 33 TEPs, including 12 semi‐structured interviews and 21 responses to an online qualitative questionnaire. Five broad themes were constructed from the research; one of which will be discussed in this paper. Reflexive Thematic Analysis (RTA) identified five overarching themes, one of which—‘collaboration’—is the focus of the current article. As part of this theme, the discussion is structured around three sub‐themes: building ongoing school‐wide practices, fostering an inclusive school culture and respecting parental choice. The findings highlight the critical role of collaborative relationships in promoting inclusive practices and offer insights for supporting relevant stakeholders in embedding inclusion effectively.

In the field of higher education, the phenomenon of doctoral students dropping out has gained attention from researchers. Yet the reasons driving this phenomenon remain underexplored in the Chinese context. Guided by the Affective Event Theory, this study investigated the environmental characteristics of education that trigger the dropout emotions among doctoral students. Based on thematic analyses of the dropout narratives within a Chinese doctoral students' online community, this study reveals that certain negative yet stable environment characteristics trigger a series of negative events, resulting in doctoral students' dropout sentiment. Specifically, these characteristics include completion difficulty, a lack of academic autonomy, competition and conflict within the shi-men (a supervisor-centric learning community for postgraduate students), and low employment expectations. Based on the findings, this study provides suggestions to improve doctoral students' learning environment, for example, humanizing the power of supervisors and their advising process, helping doctoral students to form communities of learning that give them more channels to communicate their progress and receive feedback and support. This paper contributes to the higher education reform by offering culture-specific directions for research and by providing guidelines for the training of university leaders and supervisors.

ABSTRACT This paper presents findings from a critical discourse analysis of 10 English Language Education (ELE) policy documents published in China after 1978. Using the Text as a Critical Object (TACO) framework, the study examines how neoliberal principles are gradually embedded in ELE policies and how they contribute to the construction of students as neoliberal subjects. The analysis of the policy documents identifies two major themes. The first theme, the instrumentalisation of English, highlights the contradiction between treating English as a tool for competitiveness in the neoliberal market and the need to construct socialist collective ideas. The second theme addresses the transition from ideological education to ‘humanity’ in ELE, showing how policies strategically use the collective ideas to integrate personal development through learning English with national neoliberal goals. Based on these findings, this paper argues that ELE policies in China discursively construct students as neoliberal subjects who are expected to balance market-oriented skills with nationalist ideals. This reveals how ELE policies legitimise market-oriented objectives with nationalism, providing implications for understanding how neoliberalism governs individuals through educational policies. This study contributes to the broader debates on how neoliberalism shapes and manages individual behaviour with market-oriented values in the field of education globally.

ABSTRACT This study explores the written feedback I provided to a doctoral student completing a self-study dissertation in the field of education as the chair of her dissertation committee at a high research activity university in the United States. Particular emphasis is placed on feedback stemming from various drafts of the doctoral student’s dissertation, as well as through our shared email correspondence. Incorporating content analysis within a self-study of practice approach, findings identity the function and focus of the feedback across both sources of data, and consider the extent to which I was engaging in my espoused approach of educative mentoring. Important differences emerged between the two data sources in relation to my mentoring approach, the category of feedback being stressed, as well as the relative focus of the feedback. The significance and implications of these findings are discussed within the context of better supporting doctoral student learning.

This essay, written by two researchers from different states and universities in Brazil who work in undergraduate Visual Arts Licensure programs and in graduate programs in Education and Visual Arts, aims to bring elements for considering art as a block of sensation, in order to problematize it as language in the educational field. In this sense, the central question of this writing is to present art as a plane of thought that creates sensitive aggregates, affects, and percepts within a plane of composition, like axes of forces that erase any referent that seeks to communicate or be captured as reading or interpretation. To carry out this task, the authors bring into the discussion thinkers such as Gilles Deleuze and Félix Guattari (1992, 1995), Michel Foucault (2009), and Maurice Blanchot (2007, 2010, 2010a, 2011). As a method, they propose a literature review of the theoretical references they work with as educators, based on the philosophies of difference. They initially address literature as “the outside”, a notion from Maurice Blanchot (2011), then move on to present the depersonalization of the subject in Michel Foucault (2009), followed by Gilles Deleuze (1997), highlighting what drives thought to think about literature and art, and finally, the resonances in the educational field. The outcome of this text is an invitation to think about art in the field of education from a less predictable and, perhaps, more thought-provoking perspective.

The article considers the theoretical foundations and practical aspects of the formation of the readiness of future primary school teachers to develop aesthetic competence of primary school students in the context of their professional training. The specific psychological characteristics of children in this age period are taken into account, which creates favorable opportunities for the aesthetic education of primary school students in art lessons, in extracurricular educational work, and leisure. The scientific and methodological principles of the research problem, the main directions in the scientific achievements of teachers, psychologists, and modern research in the field of aesthetic education of children are analyzed. The significant role of the teacher in the aesthetic education of primary school students in the cultural and educational space, the role of the primary school teacher in the organization of school art education as an essential component of the system of artistic and aesthetic education are considered. The process of spiritual and aesthetic enrichment of the individual through involvement in the values of art in the social and cultural space and the factors of ensuring specially organized pedagogical conditions for the formation of the spiritual world of future teachers by means of art in educational institutions are substantiated. The article clarifies the concept of "competence" - as a set of requirements, characteristics and skills that can improve the effectiveness of a specialist's work and "competence" - that is, the totality of experience, information and knowledge that a person has in a certain field; an ability that is the result of training and includes knowledge, experience, values and approaches that can be successfully applied in practice. It is proved that an innovative approach is a specific, structural-organizational, procedural- functional, synthetically-integrated set of methods and techniques that reflect the dynamism and variability of modern society, the implementation of innovative activity of specialists in the process of their activities, the creation of an innovative environment for primary school students. The dynamics of the process of forming the readiness of future primary school teachers to develop aesthetic competence of primary school students, their aesthetic awareness through the organization of education and leisure, which depends on the child's ability to emotionally and aesthetically experience, the possibility of further artistic and aesthetic self-education, is presented. The leading role of art education is determined, which acts as a mediator between socially significant cultural values and personal values of a person and ensures the acquisition of basic competencies - general cultural, artistic and cognitive, communicative; forms the desire and ability for artistic and creative self-realization and spiritual self-improvement throughout life. The importance of the teacher's role in mastering artistic values of primary school students is emphasized.

ABSTRACT This paper compares conceptualizations of knowledge by critical and social realism on the one hand and the social realist school in the sociology of education on the other. Although both schools appeal to ontological realism and judgmental rationality to address a common concern – epistemic relativism – their understandings of these concepts are not well-aligned. Our concern in this paper is that this issue has been misunderstood in problematic ways in research in the field of higher education. First, we provide some evidence to illustrate this concern. Second, we outline how key scholars in both schools have conceptualized knowledge. Third, we highlight their differences around the usage of ontological realism and judgmental rationality. Fourth, we discuss what is at stake for educational research and practice. Finally, we urge caution by researchers when claiming that the social realist school’s approach is philosophically supported by Bhaskar’s critical realism and Archer’s social realism.

ABSTRACT The article explains teachers’ attitudes and skills towards teaching students with hearing impairment in selected inclusive primary schools found in Wolaita Sodo town, south region Ethiopia. A cross-sectional research design was utilised to predict the impact of independent variables on dependent variables. Questionnaires were administered to 297 randomly selected teachers. Data analysis employed statistical techniques via SPSS version 25. Results revealed that a significant number of teachers held negative attitudes towards instructing students with hearing impairments, lacked proficiency in sign language and faced various challenges that negatively impacted their teaching efficacy, which contributed to a 35.7 adverse effect on educational outcomes for these students. The findings provided valuable insights for policymakers, school administrators and teacher training programs, culminating in recommendations to enhance support for teacher educators in the field of inclusive education for students with hearing impairment.

With the widespread application of recommendation systems in e-commerce, education, and other fields, the heterogeneity of cross-scenario data and the insufficient integration of multi-modal information such as text, images, and user behavior are becoming increasingly prominent. To achieve cross-scenario multi-modal knowledge fusion and knowledge recommendation, a meta doubly robust-debiasing knowledge distillation (MDR-DKD) model is proposed. This model efficiently extracts universal features cross-scenarios using a small amount of unbiased data through a meta-learning mechanism and optimizes the model by combining knowledge distillation techniques. Finally, combined with the knowledge recommendation module, targeted knowledge recommendation is achieved by calculating the matching degree between user interests and knowledge nodes. The results showed that the multi-modal feature extraction of the model took an average of 18.61 ms, the parameter utilization rate during the feature extraction process was 91.3%, the feature extraction throughput reached 2460 samples/s, and the knowledge recommendation accuracy was 97.84%. This model can effectively extract cross-scenario multi-modal features for accurate knowledge recommendation. The research provides an effective technical path for cross-domain knowledge recommendation, which can promote the implementation of recommendation systems in multi-scenario and multi-modal practical scenarios, and help improve the personalized recommendation experience for users.

Education in the modern era has undergone a significant transformation along with the advancement of digital technology. Digital technologies that are currently popularly applied in the field of education are ChatGPT and AI (Artificial Intelligence) applications as interactive and responsive learning assistants. This study aims to examine how the use of ChatGPT and AI applications is used wisely as learning assistants. The research employs a qualitative, literature-based approach and is analyzed through content analysis. The data of this research was taken from various literature sources such as scientific articles, books, and other relevant references. The results of this study show that the application of ChatGPT and AI in Islamic Religious Education (PAI) can improve the quality and effectiveness of learning through blended learning models and artificial intelligence applications through features such as visual mentors, voice assistants, and translator presenters. However, during implementation, several challenges remain, including limitations in digital infrastructure, low digital literacy among teachers, and concerns about the accuracy and authenticity of religious content. Wise strategies need to be carried out to improve digital literacy, verify information generated by AI, instill ethics, and conduct supervision. ChatGPT and AI applications have a positive impact, such as increasing students' motivation and interest in learning. But it also has negative impacts such as technology dependence, lowering academic integrity, and plagiarism. Therefore, the use of ChatGPT and AI applications needs to be done carefully and responsibly.

In recent years, the impact of education marketization on higher education has been widely concerned and discussed. In the field of international education, the negative effects of marketization are increasing. This study breaks through the traditional argument that "excessive marketization weakens the quality of education", and analyzes the actual performance of higher education in Britain and Australia in the post epidemic era, against the background of Education Marketization from a multi-agent perspective. Specifically, this study adopts a three-tiered framework of "institution-organization-individual" to analyze how the UK and Australia have transformed international students from "educational subjects" into "financial instruments". The study finds that relationships among the state (government), universities, and students are marked by imbalances in rights, gaps in responsibility, and a breakdown of reciprocity. The conclusion is that the international education crisis in the post-pandemic era is essentially a crisis of the global higher education development model. Therefore, this study proposes to establish a sustainable international education ecology with the core principles of "ethical care" and "mutually beneficial development". It also hopes that this research can provide a reference for relevant policies and practices.

The aim of the paper is to conduct a comprehensive analysis and systematization of the legal and regulatory framework governing the development of digital literacy among future foreign language teachers, identify key contradictions and deficiencies in its content, and provide a theoretical justification and develop a concept of professional digital literacy for foreign language teachers, correlated with current strategic documents, professional standards, and educational standards, and focused on the subsequent design of educational programs and modules for the development of digital competencies. The study clarifies the content of the concept of “professional digital literacy of foreign language teachers” and its connection with the requirements of current strategic documents, professional standards, and educational standards of higher education. Materials and methods: the study used a systematic analysis of current legal and regulatory documents in the field of education, including the Federal law “On Education in the Russian Federation”, the professional standard “Teacher,” the Federal state educational standard of higher education in the field of training 44.03.05 “Pedagogical education,” as well as national projects and strategies for digital development. Methods of comparative analysis, content analysis of scientific publications, synthesis, and systematization of the data obtained were used. The empirical base consisted of twenty-four sources, including scientific articles, monographs, and legal regulatory acts, selected according to criteria of relevance to the topic of digital literacy of teachers and the specifics of training foreign language teachers. Results: a multi-level system of legal and regulatory support for teachers’ digital literacy has been identified, including strategic documents (the national projects “Data economy and digital transformation of the state” and “Education”), sectoral standards (the Federal state educational standard of higher education and the professional standard for teachers) and departmental regulations. It is shown that existing regulatory requirements, while providing a general framework for the digital transformation of education, only partially consider the specifics of the professional activities of a foreign language teacher, associated with the intensive use of digital language resources, online platforms and artificial intelligence tools. Key contradictions have been identified between the dynamic development of digital technologies and the relatively static character of the regulatory framework, as well as between the integral nature of professional digital literacy and the fragmentarity of its normative consolidation in different documents. Conclusion: a concept of professional digital literacy for foreign language teachers has been developed, including linguo-didactic, technological, communicative, and ethical-legal components. The following areas for improving the legal and regulatory framework have been proposed: the development of industry recommendations on digital literacy for foreign language teachers, the creation of a system for the continuous development of digital competencies at the stages of basic training and professional development, and the integration of requirements for working with artificial intelligence and large language models into educational standards and model basic professional educational programs. The practical significance of the results lies in the possibility of using the developed concept and proposed directions when updating curricula, forming modules on digital literacy in pedagogical universities, and designing programs for additional professional education.

ABSTRACT Based on the OpenAI ChatGPT, generative AI (Gen-AI) in education has transformed science by using contextual awareness to produce messages that resemble those of a person. Gen-AI, like ChatGPT, which OpenAI frequently employs, has gained popularity, particularly in the educational field. This study looks at many aspects that affect the uptake and real-world application of Gen-AI, such as ChatGPT, to enhance learning outcomes for students. The current study uses the unified theory of acceptance and use of technology (UTAUT2) to bolster our conceptual framework. This study examines data gathered from 482 university students in Pakistan using the partial least squares structural equation modelling (PLS-SEM) approach. According to the results, Gen-AI adoption intention is significantly influenced by performance expectancy, effort expectancy, self-efficacy, hedonic motivator price value, and habit. This study also demonstrates that adoption intention has a substantial impact on Gen-AI actual use. Instructors must encourage the safe use of Gen-AI, such as ChatGPT, in order to preserve students’ critical thinking, abilities, and creativity in their assessments. In order to ensure that Gen-AI tools are used in assessments ethically and appropriately, educators will be essential in providing clear instructions and rules.

Purpose of the research. The rapid digital transformation of higher medical education is leading to a rethinking of traditional pedagogical approaches, necessitating a search for more flexible and accessible teaching tools. In this context, FOAMed (Free Open Access Medical Education), an international movement promoting free and open medical education, has gained popularity. This literature review aims to analyze existing modalities used within FOAMed, including podcasts, video content, social media, and blogs. Furthermore, an analysis of their educational potential was conducted. Materials and methods. For the information search, we used PubMed, the largest international database of scientific publications. Articles were searched using the keywords “FOAMed”, “Medical Education”, “Digital pedagogy”, “Podcast”, “Vodcast”, “Social media”, and “Free Open Access Medical Education”. The search was focused on publications dedicated to the education of medical students, interns, practicing physicians, and mid-level medical professionals. 864 scientific publications from the past 10 years were identified, 32 of which were used in this literature review because they were available in full text and met the objectives of this review. Results. The review shows that FOAMed encompasses a variety of educational modalities – podcasts, video content, social media, and blogs – each with its own pedagogical advantages and potential limitations. These formats not only complement traditional education but also create a new educational environment where activity, motivation, and knowledge accessibility play a key role. FOAMed is particularly significant in the context of the media activity of the Faculty of higher medical education. This opens up opportunities for expanding educational influence, shaping professional image, developing pedagogical innovations, and creating global networking. The lecturer becomes not just knowledge holder but also an active participant in the digital educational field, capable of creating, disseminating, and interpreting knowledge within the modern media paradigm. Conclusion. FOAMed has the potential to become an important component of the teaching activities and educational strategy of the medical university, especially in the context of hybrid and distance learning. Potential for incorporating FOAMed into official educational programs and areas for further research were also identified.

This article aims to discuss the process of psychotherapy, based on human relations with technology, that is, the insertion of the virtual universe, the digital world in the psychic development and in the production of illness in the most diverse scenarios in contemporary times. In the light of Vygotsky’s cultural-historical psychology, we understand that psychotherapy has gone through important processes of change to meet different demands such as anxiety, which, presented as a personal or singular complaint, can indicate historical, social and cultural processes naturalized in the globalized and digital capitalist society. Another aspect to be considered in psychotherapy is the illness based on family relationships in current experiences with this digital world. Another relevant scenario to understand these relationships is in the field of education that also crosses the formation of the individual from childhood to adolescence. In this sense, our reflections are based on an understanding of what Vygotsky called the individual’s social genesis, which can only be understood in the apprehension of the mediation relations that historically constitute them.

This article critically analyzes the impacts of educational platformization and the financialization of teacher training in Brazil, linking these processes to the transformations of digital capitalism after 2008. From the field of critical agrarian education, it investigates how business logic and corporate governance models have redefined the role of public institutions, teachers, and curricula, especially through the actions of corporate foundations, EdTechs, and private organizations within public policies. Through a qualitative methodological approach, with an exploratory and analytical character, the text denounces the advance of an algorithmic pedagogy, guided by goals and indicators, which depoliticizes teaching work and empties its emancipatory dimension. In contrast to this trend, the text recovers the theoretical and political foundations of Latin American critical pedagogy, highlighting the legacy of Paulo Freire, the conception of the teacher as an organic intellectual, and the contributions of Southern epistemologies. It values the role of public universities and federal institutes as territories of resistance and affirms the importance of teacher training programs anchored in rural social movements, such as PRONERA and Saberes da Terra. It concludes that resisting platformization does not mean rejecting technology, but rather disputing its meanings and uses from a rooted, critical, and territorialized perspective. In times of deepening neoliberalism, training teachers committed to social and environmental justice also means training individuals of resistance and hope.

ABSTRACT Student behaviour has become a pressing concern within Flemish education, yet the concept of ‘challenging behaviour’ remains difficult to define. Its meaning is context-dependent and shaped by interpretations of teachers and educational professionals. Rather than asking whether challenging behaviour is increasing in Flanders, this study examines what is currently constructed as challenging and what this reveals about contemporary understandings of education. Drawing on a critical discourse analysis of motivated reports written by student guidance centres in regular preschool and primary education, the study explores how challenging behaviour is conceptualised. The findings indicate that behaviour is predominantly framed through child-centred and deficit-oriented discourses, locating difficulties within the individual student and foregrounding classroom disruption. Interpretations frequently draw on psycho-medical expertise, employing technical jargon and diagnostic instruments to legitimise individual measures. At the same time, contextual framings occasionally emerge, highlighting the social conditions under which behaviour becomes problematic. These patterns are closely linked to the institutional function of the motivated report as a child-focused, decision-oriented accountability document. Given the absence of a clear definition and the proliferation of overlapping terms, the study questions whether the field of education possesses a sufficiently nuanced lexicon to capture the complexity of this phenomenon.

The article is devoted to the history of kindergarten teacher training at Novosibirsk State Pedagogical University. The purpose of the article is to systematize and publicize the activities kindergarten teachers training in a forty-year retrospective. Special attention is paid to the personalities of the teachers who is the very of the professional training of kindergarten teachers. The main activities of the department, which trained and graduated specialists for kindergartens, are analyzed in relation to the changing government policy in the field of education. The methodology of the presented article is based on the collection of historical facts and memories, a brief overview of archival documents and an analysis of modern strategy in the field of teacher education. The prospects for the development of scientific research and educational activities of the Department of Theory and Methodology of Preschool Education are outlined. Finally, the conclusion is made about the role of the department in the regional education system.

The Myers-Briggs Type Indicator (MBTI) is one of the personality assessment tools that is often used to identify individual psychological tendencies, including in the context of higher education. In the student environment, MBTI is widely used as a means of self-introduction, adjustment of learning styles, increasing the effectiveness of group work, and career planning. This article aims to examine the relevance of the application of MBTI among students using a literature study approach. The research method used is in the form of a review of various literature sources, such as scientific journals, books, and academic articles that discuss the basic concept of MBTI, its implementation in the field of education, and critical views regarding its limitations. The results of the study show that MBTI has a fairly relevant role as a non-diagnostic instrument in helping students understand their potential, learning preferences, and social and academic interaction patterns. In addition, the appropriate use of MBTI can support improved learning quality, teamwork effectiveness, and academic counseling services. However, a number of literature highlights the limitations of MBTI, especially regarding aspects of validity and reliability, so it is not recommended to be used as the sole basis for academic or psychological decision-making. Thus, MBTI remains relevant for students if used wisely, contextually, and based on a strong scientific foundation to support students' academic and personality development.