Will the advancement of GAI diminish international students' reliance on Chinese language teachers? Evidence from SEM and FsQCA.

Exploring how picture-book instruction integrated with multicultural education influences students' learning motivation and international cognitive competence.

Transnational education (TNE) represents an evolutionary development in internationalisation, involving the movement of institutions or their programmes rather than student mobility. Influenced by the ambitions and strategies of sending and receiving countries, TNE offers distinct values and benefits to all stakeholders. Most previous research has focused on the successes and challenges of TNE programmes from the perspectives of programme directors, administrators, and educators, but less is known about graduates' experiences. This study explored graduates' perceptions of a UK-affiliated transnational medical programme in Egypt and its impact on their personal and professional development and careers. We conducted a qualitative study with graduates from a long-established transnational medical programme delivered under a UK university's licence in Egypt. We purposively sampled graduates to maximise variation in age, gender, nationality, professional status, current job, and country of work. We conducted semi-structured online interviews via Zoom, audio-recorded them, and transcribed the recordings. We adopted a constructivist/interpretivist approach and conducted reflexive thematic analysis, ensuring reflexivity was maintained throughout the study. Twenty-three graduates were interviewed for an average of 45min; 14 were female and 9 were male, with ages ranging from 23 to 33 years. We identified six overarching and interconnected themes: (1) Personal and professional transformation through generic skills and critical thinking; (2) An integrated and well-organised curriculum delivered through case-based discussions; (3) Clinical preparedness fostered by small class sizes and early clinical exposure; (4) International career readiness supported by English language proficiency, exchange programmes, relevant examination formats, and multinationalism; (5) Supportive teaching and leadership staff from both institutions; (6) Immersive research experience. We explored insightful perspectives and experiences of the graduates. We found that an integrated, internationally focused curriculum, delivered and overseen by effective and supportive staff, prepares graduates to serve locally and internationally with notable resilience and confidence. These firsthand insights contribute to the limited literature on graduates' perspectives in TNE, particularly in health professions education (HPE), and offer practical, achievable recommendations for curriculum, assessment, student support, and the learning environment. Further research exploring staff and institutional viewpoints is necessary to gain a more comprehensive understanding.

The rapid digital transformation of health systems worldwide demands an interdisciplinary public health workforce proficient in digital technologies, ethical frameworks and systems-level thinking. However, current public health curricula remain largely discipline-specific and fail to systematically embed digital competencies or foster collaboration across sectors such as technology, ethics, law, and policy. This position paper emerges from a high-level workshop held during the Digital Public Health Conference 2025, where international experts and educators debated strategies for advancing interdisciplinary education. Drawing on multilevel evidence, including participant reflections, international frameworks, and case studies, we identify and analyse five critical challenges shaping the future of digital public health education: (1) embedding ethics and regulation into digital public health education; (2) strengthening digital public health literacy with a salutogenic approach; (3) defining interdisciplinary competencies for the future workforce; (4) integrating real-world applications into classroom learning; and (5) enabling long-term, cross-border collaboration in education. For each theme, we propose actionable goals rooted in pedagogical innovation, policy alignment, and institutional governance. Designing inclusive, ethical, and practice-informed education models is essential to prepare a digitally fluent and socially accountable public health workforce.

Artificial intelligence (AI) is rapidly becoming an integral part of everyday clinical practice, including cardiology and cardiovascular surgery. As AI increasingly influences diagnostic and therapeutic decisions, physicians are expected to interact with these systems in a critical, safe, and ethically grounded manner. This narrative review aims to explore how AI can be systematically integrated into undergraduate and residency medical education, with a particular focus on curriculum design, teaching strategies, assessment models, and educational infrastructure, while considering the context of the Turkish medical education system. A narrative synthesis of international medical education literature, policy documents, and institutional reports was conducted without quantitative meta-analysis. The review was guided by the principles of human-in-the-loop clinical reasoning, ethical AI use, and patient safety. Effective integration of AI into medical education requires a longitudinal and staged curriculum spanning preclinical, clinical, and residency training. Assessment strategies must explicitly address AI-assisted decision-making and be supported by transparent institutional policies governing AI use in examinations, as well as by secure, regulation-compliant digital infrastructure. Educational approaches should encourage learners to critically appraise and contextualize AI outputs rather than accept them uncritically. The reviewed literature supports a competency-based educational framework that integrates AI literacy, ethical reasoning, and context-aware clinical judgment. AI education should be viewed as a core clinical competency that strengthens rather than replaces human judgment. Particularly in high-risk cardiovascular disciplines, a standardized, ethics-centered, and competency-based educational framework is essential to prepare future physicians for AI-augmented healthcare environments.

ABSTRACT In 2021, the Dutch Ministry of Education launched a financial incentive to promote virtual international student collaboration projects, known as Virtual Exchange or Collaborative Online International Learning (COIL). The scheme encouraged educational developers’ involvement in COIL design, although their role in international education is not well understood. This case study explores COIL collaboration among lecturers, an educational developer, and a student coach at a Dutch university of applied sciences. Findings reveal that while the educational developer improved constructive alignment within COIL practices, there is a lack of alignment with broader curriculum internationalisation. Moreover, the collaborative learning aspect in COIL was largely implicit; lecturers lacked familiarity with collaborative learning design and it was unclear whose responsibility it was to address this.

ABSTRACT The International Outdoor Education Research Conference (IOERC) series connects outdoor educators across the globe and continues to progress in impact and reach. This paper aims to summarise key insights from the 10th IOERC and foster continued growth and collaboration with international outdoor education authors. IOERC 10 brought together 187 delegates from 24 countries, with 138 abstracts received from 19 countries. The themes emerged as (A-Z): 1) Cultural and social outdoor education dimensions; 2) Environmental awareness and place-based learning; 3) Outdoor education in formal education; 4) Personal development; and 5) Technology and innovation. We emphasise the importance of expanding international outdoor education research connections, addressing less common themes but also recognise the limitation that many researchers were unable to attend IOERC10 due to a number of continuing post-pandemic factors. Personal author reflections are offered, and we discuss significant insights into the evolving landscape of the global outdoor education community.

The emergence of generative AI has sparked debates recently. These discussions cut across its efficacy in developing students' skills and improving learning outcomes. On the other hand, access to technology remains a major challenge, particularly in integrating telecollaborative learning into education. While ChatGPT and telecollaboration each show promise in educational contexts, no empirical research has tested whether they interact synergistically. This study employed a 2 × 2 factorial experimental design to examine their combination. Eighty engineering sophomores were randomly assigned to four conditions: (1) neither intervention (control), (2) ChatGPT only, (3) telecollaboration only, or (4) both ChatGPT and telecollaboration. All participants completed writing and website design projects over a 14-week course. A convergent mixed-methods design combined quantitative pretest-posttest measures with qualitative interviews (N = 20). Results revealed synergistic effects: Condition 4 students demonstrated a 11.90-point writing gain (18% improvement), substantially exceeding the sum of the individual intervention gains (5.33 + 2.76 = 8.09, predicted). Two-way ANOVA confirmed a significant interaction effect, F(1,76) = 21.02, p<.001, η2p = .119, indicating that ChatGPT's benefits are amplified within telecollaborative contexts. Qualitative themes revealed mechanisms and implementation risks. These findings suggest that careful integration of AI within collaborative frameworks produces emergent benefits not predictable from isolated intervention effects. The study provides implications for pedagogy in international education contexts.

ABSTRACT Australia’s refugee education policy development occurs within a fragmented and evolving landscape, shaped by competing priorities, historical precedents, and shifting political and economic contexts. While English language acquisition has dominated policy discourse, emphasis on policies for wellbeing and inclusion have gained prominence in recent years. However, significant gaps persist, leaving educators to navigate inconsistent and often ambiguous policy frameworks. Drawing on critical policy analysis and interviews with 12 policymakers in Australia, this study explores the tensions, constraints, and influences shaping policies that affect the education of refugee-background students and highlights the contested nature of policymaking in this area. Utilising the policyscape framework, we identify how policies interact, evolve, and are influenced by broader national and international education and migration discourses, as well as historical and institutionalised practices. Findings reveal that specific refugee education policies in Australia are largely absent or reactive, leaving a refugee education policy vacuum. In this vacuum, local actors work reactively in response to evolving student cohorts, defaulting to historical and institutionalised practice, while education policy development is driven by international trends towards universal rather than targeted approaches. This study calls for a more proactive, research-informed, and equity-driven approach to refugee education and policy development in Australia.

ABSTRACT In a climate of increased enforcement, international students have often found their visas revoked — without notification or warning. Foregrounded by the expansion of a vast surveillance infrastructure, education in the United States intersects with immigration enforcement. Focusing on the Student Exchange Visitor Information System (SEVIS) – operated by the Immigration and Customs Enforcement (ICE) in conjunction with American higher education institutions (HEIs), this work examines the growth of surveillance in the pre- and post-9/11 contexts. Focusing on the F-1, J-1 and M-1 student and exchange visas, this article also uses the theme of dataveillance to explore how data assemblages are used to monitor student activity. Likewise, it discusses how the framing of international student education as a ‘national security’ issue continues to shape legality, enforcement and scrutiny of visa holders.

ABSTRACT <bold>Background:</bold> Teachers of physical education recognise the potential to promote inclusion, equity and social learning in physical education but also acknowledge the difficulties in translating social justice into practice. While there is a growing body of scholarship focused on social justice in K–12 health and physical education, there remains a clear need for evidence-based pedagogical approaches that support K–12 physical educators in confidently and competently educating our pupils about and for social justice. <bold>Purpose:</bold> The purpose of this research was to examine the realities of enacting a socially-just Teaching Personal and Social Responsibility (SJ-TPSR) approach in K–12 physical education (remote, urban; K–3, 4–6, 10–12; medium–large schools). <bold>Methodology:</bold> We employed a basic qualitative research design. Participants included three physical education specialists teaching in grades K–3 remote, 4–6 urban, and high school urban contexts in Canada. Our team of international teacher educators, co-designers of the SJ-TPSR approach, supported enactment. Applying an interpretivist lens, we collected data through pre-enactment meetings, critical friend meetings, focus groups, and teacher reflections. Data were analysed using Reflexive Thematic Analysis, facilitating the generation of key themes related to the realities of enacting SJ-TPSR in K–12 contexts. <bold>Findings:</bold> The findings are shared through three constructed themes: (i) teachers’ insights and tensions in understanding the ‘what’ of the SJ-TPSR approach; (ii) sharing the successes and struggles of enacting the SJ-TPSR approach; and (iii) teachers operating between belief and backlash as conflicting perspectives on the place of social justice in physical education is unpacked. <bold>Discussion and considerations:</bold> Three discussion points are provided: (i) the need to navigate tensions in practice when teaching social justice; (ii) a growing worry of parental/carer and societal influence in teaching social justice; and (iii) the continued need (and priority) to work and research with practicing teachers. <bold>Directions for future research:</bold> Future research should incorporate diverse perspectives (e.g. pupils, families, and administrators) as well as the adaptability of an SJ-TPSR approach across diverse geographical and educational contexts. Such inquiry is vital for developing culturally responsive guiding principles and influencing broader curriculum policy. <bold>Impact statement:</bold> This research directly answers the call for evidence-based guidance on translating social justice theory into practice. The findings highlight the critical need for a collective effort across school boards, teacher education programs, and policy makers to support teachers in navigating internal tensions and perceived societal backlash.

ABSTRACT This autobiographical research focuses on my becoming an international teacher educator. Global marker points along the career continuum are elucidated. Using narrative inquiry’s interpretative tools of broadening, burrowing and storying-restorying, I dig deeply into ‘happenings’ and ‘doings’ in my career, which, over time and place, shaped my ‘being’. This article’s central research focus is ‘stories to live by’, teacher identity approached narratively. Its narrative threads include the 1) interwoven nature of work and travel, 2) continuing relationships, 3) everyday life, 4) the influence of history, 5) the effects of politics, 6) life goes on, 7) shifting identity, and 8) personal scholarship. This research shows how seemingly unrelated narratives combine to produce near-optimal global experiences, which, in turn, positively impacted my local research agenda, inextricably shaped my way of being, and deftly identified a research strand for future investigation.

ABSTRACT Immigration policy and international higher education policy were traditionally distinct domains in Australia, yet they have become intertwined over the last quarter century. Australia has expanded international student migration as both a key part of higher education and a funding source, while shifting from facilitating two-step pathways to skilled immigration to imposing strict barriers. Taking a medium-term analysis from 2001 to now, we assess these policy trends through boundary spanning theory, noting that once discernible policy areas have undergone periods of convergence. We outline the policy benefits and disadvantages of such trends, reflecting on the implications for other major Commonwealth Nations.

This study applied a resilience engineering framework to understand how international graduate medical educations (GME) programs responded to the disruptions caused by the COVID-19 pandemic. Beyond describing early pandemic disruptions, we offer a multi-year, multi-country analysis of how training functions adapted, which elements durably changed, and what program design features may be associated with recovery. We conducted a retrospective longitudinal study of all 180 ACGME International (ACGME-I)-accredited programs across seven countries. Annual surveys were completed over three years (Year (Y)1 = Academic Year (AY)2021-22, Y2 = AY2022-23, Y3 = AY2023-24), assessing clinical experiences, educational activities, telemedicine use, and training modifications. Data were analyzed using mixed-effects and generalized linear mixed models, with exact logistic regression for small strata. Subgroup analyses compared specialty, training type, and World Bank income classification. Studying ACGME-I programs provides a common competency-based context, allowing us to describe trajectories of disruption, recovery, and persistence. Of 180 programs, most were residencies (68.3%) and medical specialties (53.3%), with 87.2% located in high-income countries. Clinical experiences were most disrupted in Y1, especially ambulatory continuity clinics (estimated marginal means [EMM] 1.489) and ambulatory rotations (1.571), both of which recovered by Y3 (1.863 and 1.874; p<.001). Inpatient admissions showed similar recovery (1.915→2.120; p<.001), while urgent procedures declined slightly (2.013→1.897; p=.007). Emergency and ICU exposures initially increased (2.242 and 2.342) but returned toward baseline by Y3 (2.232; 2.244; both p > .05). Educational activities were most disrupted for in-person didactics, which nearly ceased in Y1 (0.784) but improved by Y3 (1.386; p<.001), offset by a surge in live virtual conferences (2.821→2.476; p<.001). Elective rotations also declined (1.440→1.782; p<.001), whereas scholarly activity (1.836→1.956; p=.002) and direct observation (1.879→1.954; p=.005) showed slight disruptions and modest increases by Y3, while one-to-one advising (1.970→2.012; p > .05) remained stable. Telemedicine use peaked in Y1 (clinical care 1.020; supervision 0.544) and declined by Y3 (0.720; 0.386; both p<.001) but remained in use across programs. Training extensions declined substantially from 43.2% in Y1 to 23.0% in Y3 (OR = 0.11; p=.002). Differences by specialty and country income suggest heterogeneous recovery pathways rather than a uniform "return to normal." International GME programs demonstrated resilience, restoring clinical and educational activities, integrating telemedicine, and markedly reducing training extensions. Our longitudinal, multi-country data move the field beyond single-site, early pandemic reports by identifying which disruptions resolved, which practices persisted, and which gaps remained. Because all programs shared competency-based structures, findings suggest that specific design features may support adaptation. These results refine the prevailing "back to business as usual" narrative in international graduate medical education by showing a selective reversion with durable innovations.

ABSTRACT The aim of this research is to analyse the professional learning experiences of eight physical education and sport pedagogy (PESP) academics involved in an international project focused on supporting how coaches could prioritise meaningful experiences for children aged 6–12 years in youth sport contexts. Project participants partnered with coaches from youth sport clubs to create an accessible resource that volunteer coaches could use. Our focus in this paper is on how the internationalisation of project activities supported our individual and collective learning. Using practitioner inquiry, several forms of self-generated qualitative data were gathered, including focus group discussions and artefacts. Data were analysed deductively using concepts from boundary crossing. Analysis showed that individual and collective learning occurred from interacting at boundaries between: (a) physical education and sport, and (b) geographic, political, social, and cultural contexts. Our learning was facilitated by interacting with others who worked in or occupied spaces outside the boundaries of higher education (especially coaches) and by producing boundary objects (e.g. a coaching resource). Through engaging in reflective processes and analyses of the boundaries of physical education and sport, we learned about important similarities and differences in practices between physical education and sport on the one hand, and norms and values between our own and one another’s cultural contexts on the other. In some instances, these processes led us to reframe our respective priorities and knowledge, resulting in differing perspectives of how some participants identified professionally. This research is significant because it provides needed empirical evidence about the ways that internationalisation of higher education activities in PESP can support individual and collective learning. The outcomes of this research carry implications for how other PESP academics might engage in and study learning that can arise from international activities.

The Taliban's 2022 ban on women's higher education represented one of the most extensive gender-based restrictions in recent history. Little was known about how this ban shaped the educational experiences, professional identities and future expectations of Afghan female medical students studying abroad. This study examined how Afghan women enrolled in medical programmes in Iran understood their training, fears and imagined futures under the shadow of the ban. This qualitative study employed Interpretative Phenomenological Analysis. In-depth online interviews were conducted with 25 Afghan female medical students enrolled in MBBS programmes across Iranian universities. Snowball sampling was used due to the sensitivity of the topic and the dispersed nature of the student population. Interviews were transcribed and analysed through iterative phenomenological coding to understand how participants interpreted their educational journeys and future possibilities. Participants reported that the Taliban's restrictions created persistent feelings of fear, guilt and emotional burden. Many believed their medical degrees might lose value and described returning to Afghanistan as unsafe or impossible due to gendered limitations and escalating risks for women professionals. Despite these constraints, students actively reconstructed hope by exploring migration pathways, international licensing options and transnational strategies to support Afghan women. Becoming a doctor emerged as a symbol of purpose and resistance. The findings demonstrated that Afghanistan's education ban functioned as an enduring emotional, professional and identity-based disruption for Afghan women abroad. However, students also showed resilience by re-imagining attainable futures beyond Afghanistan. These findings highlight the need for trauma-informed support, structured academic advising and international mechanisms to protect educational and professional continuity for Afghan female medical students. In addition, this study contributes to international health professions education highlighting how educational disruption is experienced not only as interrupted access but also as a destabilisation of identity, belonging and professional futurity.

Technology-enhanced learning is increasingly applied in medical education to support complex cognitive processes, including diagnostic reasoning. Point-of-care ultrasound (POCUS), as a portable and real-time imaging modality, has been widely integrated into clinical training. However, limited research has explored how learners engage with POCUS to construct diagnostic understanding, particularly within international medical education contexts involving students from resource-variable healthcare environments. This study aimed to investigate international medical students' learning experiences with POCUS as a technology-enhanced learning tool. A qualitative study was conducted involving 28 third- and fourth-year international medical students who participated in a structured POCUS learning activity. The intervention combined guided instruction with supervised hands-on practice in cardiac and abdominal ultrasound within an emergency medicine training context. Following the activity, participants completed written reflective narratives. Data were analysed using reflexive thematic analysis to identify recurring patterns in learners' experiences and meaning-making processes. Four major themes were identified. First, POCUS facilitated diagnostic understanding through real-time visualisation of anatomical structures and physiological processes. Second, integration of ultrasound within problem-based clinical scenarios supported the development of diagnostic reasoning. Third, collaborative learning and instructor scaffolding enhanced engagement and knowledge construction. Fourth, participants recognised the limitations of POCUS and highlighted the importance of reflective practice and continued skill development. These findings demonstrate that learners actively integrate visual, experiential, and contextual information when engaging with POCUS. POCUS functions as an effective technology-enhanced learning tool that supports diagnostic reasoning by linking visualisation with contextualised and reflective learning processes. The findings extend current understanding of technology-enhanced medical education by demonstrating how domain-specific technologies facilitate meaning-making and cognitive integration in diverse and cross-cultural learning environments. These insights have implications for the design of ultrasound-based curricula in emergency medicine education.

This paper critically examines the enduring tension between national and international orientations in education systems within the Pacific, with a particular focus on Fiji. Situated within ongoing debates on globalization, decolonization, and the demands of the Fourth Industrial Revolution (4IR), the study interrogates how historically embedded colonial legacies continue to shape contemporary education policy, curriculum design, and pedagogical practices. Drawing on decolonial theory, particularly the works of Linda Tuhiwai Smith and Ngũgĩ wa Thiong’o, alongside the concept of epistemic injustice advanced by Miranda Fricker, the paper argues that Western-dominated education systems systematically marginalize Indigenous knowledge, languages, and cultural identities. Using a qualitative, policy-informed analytical approach, the study synthesizes regional literature, national policy frameworks, and global education discourses to explore how Fiji’s education system negotiates the competing imperatives of preserving national identity and achieving global competitiveness. The findings reveal that while international standards and global competencies, such as digital literacy, critical thinking, and innovation, are increasingly prioritized, they often reinforce Eurocentric epistemologies and contribute to the erosion of Indigenous knowledge systems and linguistic heritage. At the same time, national efforts to incorporate culturally responsive pedagogy and Indigenous perspectives remain fragmented and insufficiently institutionalized. The paper advances a conceptual framework for a hybrid, context-responsive education model that reconciles these tensions by integrating Indigenous epistemologies with globally relevant skills. It emphasizes the importance of curriculum reform, bilingual and multilingual education policies, teacher professional development, and inclusive governance structures that actively engage local communities. In doing so, the study positions decolonising education not merely as a cultural project, but as a critical pathway toward epistemic justice, social equity, and sustainable development in Fiji and the broader Pacific region. Ultimately, the paper contributes to global discussions on education reform by challenging binary distinctions between national and international education models. It argues for a transformative approach that recognizes the value of plural knowledge systems and reimagines education as a site for both cultural preservation and global engagement in the 21st century.

ABSTRACT This study explored viewpoints of university teachers from different countries on effective facilitation for problem- and project-based learning (PBL). Drawing upon complexity theory, the role of a PBL-facilitator is considered as a complex and dynamic system involving personal characteristics, relational capabilities, and contextual sources. The Q methodology was applied, connecting both qualitative and quantitative research characteristics. Twenty-nine university teachers from China, Denmark, India, Poland, and the Netherlands participated in the study. Three significantly distinguished collective factors were identified: (1) challenging students to reach their learning potentials; (2) supporting students’ learning progress through feedback, resources, and ideas, and (3) caring for students as individuals by addressing their well-being, work-life balance, etc. The study also found a consensus across all three factors on key actions for effective facilitation, including establishing mutual expectations and assisting students in setting their learning goals. The findings suggest educators consider the three factors when crafting frameworks on facilitation for their own institutions and countries, aligning mutual expectations and seek common grounds with students, and leveraging professional learning communities to enhance open dialogues and share best practices for effective facilitation.

Against the backdrop of the Belt and Road Initiative, international business students in China encounter prominent obstacles in general accounting learning, including insufficient prior professional knowledge, dual language and cultural barriers, and rigid localized teaching resources, which greatly reduce their learning effectiveness and cross-border business adaptation. Targeting the teaching dilemmas of non-accounting international students, this study adopts literature review and case study to explore the application mechanism of generative AI in accounting case teaching. It constructs a closed-loop pre-class, in-class and after-class AI-empowered teaching model and proposes practical optimization paths regarding case resource development, whole-process teaching implementation and supporting guarantee systems. The findings indicate that generative AI can effectively reduce cognitive load, eliminate cross-cultural learning barriers and realize personalized contextual teaching. This research fills the existing pedagogical gap, facilitates the digital transformation of international accounting education, and provides practical references for cultivating high-quality cross-border business talents for the Belt and Road Initiative.