One of the areas where technology is used extensively, especially information and communication technologies, is education. Social work education is gradually changing from traditional practices to technology based. In this study, the use of information technology by social work educators teaching at universities in Türkiye is discussed. The participant of the study consists of 414 social work educators teaching in Türkiye. Data within the sample were collected via Google Forms. “Personal Information Form”, "21st Century Skills Teaching Scale" and "Attitude Scale Towards the Use of Technology in Education" were used in the research. The obtained data were analyzed via SPSS 29 for Windows software. According to the results, the majority of the participants find information technologies necessary in social work education and use these technologies at a moderate level or quite a lot. When the relationships between the scales are examined, it is seen that there is a statistically significant, negative relationship between the participants' Attitude Scale towards the Use of Technology in Education scores and the 21st Century Skills Teaching Scale scores. It is recommended that future researches examine social work educators' relationships with information technologies at a longitudinal level.

The COVID-19 pandemic necessitated innovative approaches to medical education. This proposed a particular challenge for the teaching of practical skills, such as ultrasound (US) training. This study compared the effectiveness of traditional classroom-based US training with that of remote training using teleguided US (Tele-US) among students in the Prehospital Critical Care (PHCC) program at the University of Stavanger, Norway. A total of 44 students were divided into two groups: one received standard classroom training, and the other received remote training because of pandemic restrictions. Both groups underwent a comprehensive one-day US course, including theoretical lectures and hands-on training sessions. Pre-course and post-course tests were used to assess theoretical knowledge, image and video interpretation skills, practical scanning techniques, and clinical decision-making. There was no significant difference in educational outcomes between the tele-US and classroom groups across all areas of evaluation. Tele-US appears to be a viable alternative to traditional classroom-based US education, especially in contexts requiring physical distancing or in geographically remote settings. Not applicable.

In a broad sense, the work of academia includes teaching, carrying out research, and rendering service in a unit of higher learning, such as a college or a university. However, the strife to attain a prosperous career in academic circles is further exacerbated by systemic hurdles, such as a lack of resources, scarce mentorship, and the monumental pressure to publish and acquire funding. This review aimed to examine comprehensive guides to building a successful career in academia for navigating the academic landscape. This paper utilised a review analysis to examine the literature in the area of interest holistically. The review analysis revealed several comprehensive guides to building a successful career in academia for navigating the academic landscape, namely: (a) pursuing advanced education; (b) gaining teaching experience; (c) building a research portfolio; (d) networking within the academic community; and (e) communicating effectively. In conclusion, a career pursuing academic excellence is multidimensional in that it involves advanced education, experience in teaching, research, networking, and communication skills. Further studies should aim at identifying and investigating multidisciplinary methods that transgress the conventional silos of academic disciplines, for this could trigger new methods of ways to deal with multifaceted world problems.

Introduction Teaching and learning are not often highlighted in research-intensive science,technology, engineering, and mathematics (STEM) graduate training. Thus, many faculty in STEM fields are unfamiliar with the ways educational theories can inform how to transform their teaching to reflect the contextual awareness and critical sensibilities needed to lead diverse groups of students. Professional development has traditionally served as the “on-the-job training” for faculty and instructors to improve their teaching skills, and communities of practice, such as faculty learning communities (FLCs), have emerged as a promising training outlet, including for inclusive teaching practices. Methods To explore faculty’s implementation of inclusive practices, we convened inclusivity-focused FLCs at three partner institutions across different institutional levels (i.e., department-, school-, and institution-wide). To this end, we conducted surveys and experiential interviews with faculty participants, including those who also served as FLC facilitators, from each institution. Results The faculty participants reported positively on their experiences within their FLCs, and they provided feedback that resulted in three key findings: (1) institutional context must be considered when developing and planning FLCs, (2) catalyzing trust and vulnerability are required for inclusivity-focused FLCs, and (3) sustaining active engagement from FLC members can be difficult given institutional opportunities and faculty demands. Discussion These findings can help inform improvements to FLC implementation and support faculty in adopting inclusive strategies in their classrooms, ultimately creating better learning environments for students. This study’s findings, discussion, and conclusions are likely to be interesting to engineering and STEM faculty, faculty developers, and university leadership seeking to weave inclusivity into their classroom culture.

While social studies methods professors aspire to engender enduring inquiry-based teaching in future social studies teachers (Cravens & Hunter, 2021; Levstik & Barton, 2010), the promise of inquiry for securing the civic mission of schools in K-12 (Carnegie Corporation of New York, 2011) has yet to gain a significant place in the U.S. public (New et al., 2021). Recent research reports cite stagnation in student civic understanding (NAEP, 2022), even in the larger context of decade-old inquiry-based national standards (NCSS, 2013). In hopes of promoting the civic mission of schools and social studies specifically through the development of inquiry-based competencies in early-career teacher candidates, an interdisciplinary teacher educator team added a weekly laboratory experience called the Lesson Study Lab to an existing semester-long freshman introductory social studies course. In this qualitative study, the team examined the processes and products of the weekly lab with lesson study as the vehicle. Findings showed that freshmen teacher candidates embraced the power and authenticity of social studies through lesson study and credited the lesson study structure for improving their inquiry-based planning and teaching skills.

Microteaching is a crucial component of teacher training, particularly in geography education, as it helps student teachers develop essential teaching competencies. This study explored competencies acquired by geography student teachers at a South African university through microteaching. Using a qualitative research approach, data was collected via structured reflections and questionnaires. The thematic analysis revealed six key competencies: teaching and pedagogical skills, communication skills, classroom management and confidence, technology integration, collaboration and interpersonal skills, critical thinking, and adaptability. These findings align with Kolb’s Experiential Learning Theory, highlighting the importance of hands-on teaching and practicals in professional development. It is recommended that more microteaching sessions be incorporated into teacher education programs, emphasizing ICT training and fostering peer feedback mechanisms to improve reflective practice. The study contributes to geography education literature by demonstrating the role of microteaching in enhancing practical teaching skills. It also underscores the need for ICT integration in geography education to equip future teachers with digital competencies in the current 4IR era. Further research is needed to explore the long-term impact of microteaching on teachers’ classroom effectiveness and student learning outcomes.

Performing the professional role of an academic teacher requires making a constant effort to improve one’s teaching competence and adjust flexibly to the ever-changing reality of education. The paper aims to demonstrate that classroom observation based on the constructivist model with the use of adequate tools may serve as an essential instrument of support for the professional development of academic educators. The method chosen is that of participant observation and analysis of classroom observation records. A total of 810 observation hours and documentation prepared by 220 observed participants at the Study for Academic Teaching Excellence of Krakow University of Economics were subject to analysis and research. A proposal for an observation report card was developed, as it plays a vital part in observation and prepares the observer to prompt a post-observation discussion. A holistic, three-stage framework of the classroom observation process is shown to be necessary. Emphasis was also placed on the major significance of a post-observation discussion aimed at stimulating observed trainees to reflect on their teaching skills and qualifications, and to individually devise a competence development plan.

Abstract Artificial intelligence (AI) is widely recognized as a transformative force in higher education, yet the term “AI integration” remains conceptually underdeveloped. As institutions increasingly adopt AI for teaching, learning, and administrative functions, it becomes urgent to clarify what integration entails. This article proposes a typology of AI integration consisting of three interrelated dimensions: (1) AI as pedagogical infrastructure, which includes tools and platforms that support instruction and academic operations; (2) AI as curricular or professional content, which concerns the teaching of AI-related knowledge and skills; and (3) AI as sociotechnical context, which frames AI as a structural and cultural force shaping educational norms and institutional values. Drawing on insights from educational technology, curriculum studies, and sociotechnical systems, the typology offers a structured lens to support intentional, reflective, and context-sensitive approaches to AI adoption in higher education. By identifying distinct assumptions and implications tied to each dimension, the article contributes to ongoing discussions about equity, ethics, and institutional change in the digital age.

There is a mismatch between the policy of Contextual teaching and learning (CT&L) and learning in reading skills and the practice in the Indonesian higher education context. This is a case study that examines the beliefs of Indonesian higher education English lecturers about CT&L in English reading lessons. Context plays a pivotal role in English teaching, especially in reading, since it can connect teaching materials with students’ real-life context. The interviews revealed that teachers believe teaching English reading skills should be contextualized. However, these practices were not always easy because there were constraints in the form of decontextualized textbooks and uncontextualized teaching. The findings of this research would offer a recommendation for policy makers, English teachers in higher education context and future researchers interested in how to make English language learning in reading more contextual

With a focus on self-study, this research aims to provide insights for both teacher educators (TEs) and preservice teachers (PSTs). The theoretical framework relies on the interplay of knowledge of content and students (KCS) and knowledge of content and teaching (KCT). In this study, the term students refers specifically to PSTs enrolled in an elementary mathematics education course in an university. The study involves the examination of a Teaching and Learning Elementary School Mathematics class, a hybrid course with both in-person and Zoom components. Eight PSTs majoring in elementary education participate in the study. The research questions center on how much the instructor notices and utilizes evidence of PSTs’ thinking and how purposeful questions are posed to encourage student thinking. Professional interest lies in enhancing teaching skills, particularly in terms of KCS, acknowledging the diversity of student problem-solving approaches, and effectively scaffolding learning. The study's design includes the collection of data from a specific class session, the involvement of a critical friend for immediate feedback, and a careful analysis of teaching practices against established goals. The self-study concludes with reflections on the importance of meticulous self-study design, the need for focused improvement over time, and the realization that adjusting the pace of instruction can positively impact student engagement and interaction.

The main responsibility of universities is to cultivate high-quality students. The quality of student cultivation can be enhanced by improving university teachers’ pedagogical competence, and thus enhancing students’ learning experiences and satisfaction. The purpose of this study was to examine the impact of university teachers’ pedagogical competence on students’ learning experience and satisfaction, as well as the mediating effect of university students’ perception of learning experience. Structural equation modeling was employed to examine the relationships between pedagogical competency of university teachers, students’ learning experiences and classroom satisfaction, based on 569 questionnaires. The results indicate that teachers’ professional knowledge ( β = 0.325, p < 0.001) and teaching skills (β = 0.155, p < 0.001) have a direct positive effect on students’ classroom satisfaction. Both factors indirectly influence satisfaction through learning experiences, with professional knowledge showing a standardized path coefficient of 0.615 ( p < 0.001) on learning experiences, and teaching skills showing a coefficient of 0.335 ( p < 0.001). Learning experiences have a direct effect on satisfaction with a coefficient of 0.536 (p < 0.001). Bootstrap testing confirms that the mediation effect of learning experiences is significant, with professional knowledge accounting for 50.4% of the mediation effect (total effect = 0.655, indirect effect = 0.330), and teaching skills accounting for 53.9% (total effect = 0.334, indirect effect = 0.179). The study suggests that university teachers can enhance classroom satisfaction indirectly by optimizing the depth of knowledge, teaching methods, and classroom interactions, thereby improving students’ learning experiences. This study recommends that universities strengthen training in teachers’ professional knowledge and teaching skills, and establish dynamic feedbacks mechanism for teaching outcomes. This study also offers insights for universities to enhance the various dimensions of teachers’ pedagogical competence and optimize administrative and management strategies through the learning experience and satisfaction of university students.

English-Medium Instruction (EMI) has become a central component of globalized education, allowing institutions to deliver courses in English to improve international competitiveness and accessibility for teachers and students. This paper reports the perspectives of five faculty members from a northern Taiwan private university who participated in an overseas short-term teacher training program at a Southern California State University, the United States, in 2025, aimed at enhancing their professional knowledge and teaching strategies in EMI. A qualitative research approach was adopted, including using the five semi-structured written open-ended questions and a focus group interview. This study captures insights of teachers into the professional development, instructional challenges, subject knowledge, language awareness, pedagogical shifts experienced, and self-reflection by these faculty members. Findings highlight the perceived impact of the professional development training on teachers’ language proficiency, pedagogical teaching skills in EMI, language awareness, intercultural communication competence, and the broader implications for EMI in Taiwanese higher education.

Doctoral training is increasingly accepted as creating the conditions for the development of mature researchers equipped with essential transferable skills such as the ability to design and deliver good teaching, especially for those envisioning a career in academia. While doctoral candidates are primarily focused on research, there is a pressing need for them to develop pedagogical competencies and professional skills essential for independent leadership. However, the scarcity of Continuous Professional Development (CPD) opportunities in teaching poses a significant challenge. This article explores the development and implementation of a structured teaching observation process within a foundational course for a "Certificate of Teaching in Higher Education" specifically aimed at PhD students. This process is designed to support the professional development of aspiring educators through a comprehensive, three-step observation framework involving pre-observation discussion, observation, and post-observation reflection. Our holistic reflections highlighted that, while resource-intensive, the process was instrumental in fostering learning; preparation and planning was highlighted as crucial for effective teaching; engagement and confidence varied widely among students; the process cultivated a teacher identity; creativity was emphasized, though constrained in some cases by existing course structures or students’ personalities; reflection helped in developing metacognitive skills; and feedback fostered improvement while also highlighting the tension between peer and instructor perspectives. The integration of feedback from both professional pedagogic experts and peer PhD students enriches the learning experience, promoting reflective practice and continuous improvement of teaching skills. This dual observation process offers diverse perspectives, fostering a culture of constructive feedback and professional growth.

The contemporary system of education is evolving at a very fast rate due to emerging technologies, automation, and various requirements of the job market. In a bid to accommodate such change vocational and technical schools are bringing into their premises more industry players such as graphic designers, digital marketing agencies, and content workers to impart to their students. These people are conversant with their respective technical areas yet the majority of them have never even been trained to be instructors. They do not know how students learn, how well to design good lessons, and how to achieve success with various kinds of learners.This is the gap we refer to as the expert-educator gap. The fact that a person is so great at doing a certain job does not mean that he/she necessarily knows how to teach people to do it. Going into 2025 and beyond schools should reconsider the way they train teachers. It is not enough to recruit talented workers and hope that they will make good teachers unless they are trained on the issue, and this is what this research paper scrutinizes keenly before presenting a workable solution. The three primary strategies that we have proposed include first, providing short training programs (micro-credentials) to impart basic teaching skills; second, encouraging teachers to view themselves as guides and mentors, not merely experts in their content, and; thirdly, the adoption of team-teaching, in which experts in an industry operate in collaboration with educated teachers. Such methods can assist to form teachers who are not only going to demonstrate to the students how to utilize the current tools, but also assist the students on how to think, adapt, and continue to learn in the course of their careers.

To explore the effectiveness of overall faculty development (FD) programs in terms of three indicators of successful careers of clinical teachers (CTs): positive feedback (on personality traits or teaching skills) from students, teaching awards, and scholarly publications. Data on student feedback, number of teaching awards, number of scholarly publications, and sum of FD participation hours in a teaching hospital with 23 clinical departments and 623 clinical faculty members (2019-2021) were collected and analyzed using Spearman's rank-order correlation coefficient (rs) and independent-samples t-tests (with Welch's correction where appropriate). The sum of FD hours was significantly associated with positive feedback from students (rs = 0.15, p = .001) but not with teaching awards or publications. Furthermore, faculty members with more FD hours on research skills received better positive feedback from students regarding personal traits or teaching skills (Cohen's d = 0.60, 95% CI [0.34, 0.86], p < .001) and more teaching awards (Cohen's d = 0.34, 95 % CI [0.13, 0.55], p = .010) but did not have a greater number of publications (Cohen's d = 0.15, 95% CI [-0.07, 0.36], p = .780) than those with lower research FD hours. In addition, the number of teaching awards was significantly associated with positive feedback from students regarding personal traits (rs = 0.92, p < .001) or teaching skills (rs = 0.93, p < .001), and publication quantity (rs = 0.13, p < .001) was markedly correlated with the number of teaching awards. FD activities may provide positive impacts on CTs in terms of feedback from students and teaching awards but do not directly impact scholarly publications. However, faculty members who received teaching awards and positive feedback from students may have better scholarly publication performance.

ABSTRACT Despite its controversy, Student Evaluation of Teaching (SET) remains a potentially central tool to inform academic teaching skills development. This study evaluated a SET procedure that was developed by starting academic teachers seeking to inform and monitor their teaching skill development. The procedure involves administering a SET twice per year, generating scores and open-ended feedback that are discussed with supervisors to aid interpretation and use. Mixed methods were used to evaluate whether the procedure serves its purpose. Analyses of evaluations from 5050 students for 42 starting Psychology teachers provided some support that aggregating the evaluations per measurement occasion can offer teachers reliable and structurally valid feedback. While data visualisations showed changes in specific teaching skills over time for certain teachers, overall, there was little significant development in scores across teachers, with notable between-teacher differences in trajectories. Interviews with 16 teachers indicated a general perception that the SET procedure was insightful and useful for their development, but individual experiences varied. We conclude that contextualising scores with visualisations of development over time and open-ended feedback can result in a meaningful tool for teacher development. A more qualitative and individualised approach is recommended when using SET in higher education.

Background Students in classrooms utilizing learning assistants (LAs) exhibit comprehensive benefits; however, psychological science has not fully measured the advantages experienced by the LAs themselves. Objective This study aimed to explore the potential benefits developed by LAs during their participation in the program, especially in terms of teaching and communication skills, and to identify specific LA activities that may contribute to these benefits. Method A sample of 40 LAs from psychology and other STEM disciplines completed multiple measures to assess indicators of personal and professional development related to various LA activities and responsibilities. Results Correlational and regression analyses indicated positive, moderate relationships between four specific LA activities and various indicators of teaching behaviors, communication skills, and social competencies. Conclusion The findings suggest that factors related to the nature of LA activities, which necessitate significant engagement with fellow students, course material, and faculty, may impact skill development outcomes. Teaching Implications Structuring and implementing LA programs focused on both LA and student improvement may yield comprehensive benefits for all classroom participants, including increased student interaction, enhanced engagement with student learning, and an overall more efficient and successful learning environment.

This study investigates the reform of practical training courses for English education majors under the New Liberal Arts initiative, guided by the Production-Oriented Approach (POA). It identifies existing problems such as singular teaching modes, insufficient practical experience, and inadequate teacher training. Through the integration of POA’s three-phase framework—Motivating, Enabling, and Assessing—the research proposes a student-centered restructuring of practical training. Using the English Teaching Theory and Practice course as a case study, the paper demonstrates how POA enhances teaching competency through task-based, collaborative, and evaluative learning. Findings indicate that POA-driven reforms significantly improve students’ practical teaching skills, critical thinking, and readiness for real-world educational environments. This study offers a replicable model for practical curriculum innovation in English teacher education.

ABSTRACT Although most secondary science teachers are expected to teach engineering design as a component of the Next Generation Science Standards, there are concerns regarding their limited engineering design teaching self-efficacy (ETSE). Little is known about secondary preservice teachers’ experiences with engineering design instruction because the current literature predominantly addresses elementary education contexts. This study investigates the factors mediating the development of ETSE among 11 preservice secondary science teachers across an engineering design unit in a secondary science methods course and a concurrent practicum placement. Assignments and activities were designed to enhance participants’ understanding of engineering design concepts and processes, as well as to allow them opportunities to practice teaching skills, observe modeled instruction, communicate about engineering design, access curriculum resources, and reflect on challenges encountered during practicum placements. Findings reveal that while initial knowledge gaps led to low ETSE, offering multiple sources of self-efficacy (e.g. mastery and vicarious experiences) improved participants’ ETSE, the development of which was mediated by several factors. ETSE factors were identified as influences that mediate access to ETSE sources. However, we note that few practicum placements allowed preservice teachers to observe teaching engineering design, highlighting a potential area for improvement. This study underscores the potential of addressing these factors to prepare preservice secondary teachers for engineering design instruction.

Dynamic storyboard design serves as the pivotal link between film and television scripts and their visual realisation, occupying a central position in film and television education. Traditional teaching methods face challenges including inefficient script-to-storyboard conversion, suboptimal visual accuracy, and insufficient personalised guidance. The deep integration of AI (artificial intelligence) technology into film and television production has unlocked new possibilities for transforming dynamic storyboard design instruction. Guided by the principle of leveraging AI technology to empower film and television education, this paper focuses on the conversion approach from “textual script to visual presentation”. It explores a three-dimensional intelligent teaching pathway comprising “AI intelligent analysis—human-machine collaborative creation—AI interactive optimisation”. Furthermore, it proposes safeguarding strategies across three dimensions: enhancing teachers’ comprehensive capabilities, developing teaching resources, and optimising evaluation systems. This study aims to provide theoretical reference for the intelligent transformation of core skill teaching in film and television programmes.