Future in Educational Research最新文献_第6页

The roles of universities in virtual intellectual migration via evolving technologies and STEM 大学在通过不断发展的技术和 STEM 进行虚拟知识迁移中的作用

Future in Educational Research Pub Date : 2024-02-17 DOI: 10.1002/fer3.23

Beverly Lindsay

{"title":"The roles of universities in virtual intellectual migration via evolving technologies and STEM","authors":"Beverly Lindsay","doi":"10.1002/fer3.23","DOIUrl":"10.1002/fer3.23","url":null,"abstract":"The author postulates elucidatory central objectives and questions regarding the aforementioned paper title per integrative areas, with special foci on comprehensive doctoral research universities—that concentrate on research, teaching, and public engagement. The following queries are pondered and directed toward innovative technologies and science largely evident within the recent decades, contributing to virtual intellectual migration. (1) What historical and contemporary background conditions and discernments link the salience of this presentation? (2) What are the constructs of international technology and science diplomacy and intellectual migration? (3) What are roles of science and technology diplomacy as observed through formal and informal government and philanthropic initiatives via universities? (4) How are domestic and international universities preparing graduate students and professionals in novel technological manners that develop and engage virtual intellectual migration? (5) Through multifaceted processes, how might the blending of evolutionary technologies be altered and further incorporated within universities (and other organizations) to enhance virtual intellectual migration with an ultimate goal of promoting educational and diplomatic cooperations? This article responds to the queries and concludes by articulating the importance of virtual intellectual migration as can be observed by two foremost statesmen and diplomats—United Nations Secretary-General Kofi Annan and American Senator J. William Fulbright. They were stalwarts of humankind.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 1","pages":"30-39"},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.23","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuro-educational leadership: Pioneering educational leadership through neuroscience research 神经教育领导力：通过神经科学研究开拓教育领导力

Future in Educational Research Pub Date : 2024-02-06 DOI: 10.1002/fer3.25

Yifei Zhang, Qinghua He

引用次数: 0

Moving forward in the world: Outcomes and communication for effective reform 在世界上向前迈进：成果与交流促进有效改革

Future in Educational Research Pub Date : 2024-01-10 DOI: 10.1002/fer3.24

Leonardo Salvatore

引用次数: 0

Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities COVID-19 大流行期间的学习损失：了解和解决学习差距扩大的问题

Future in Educational Research Pub Date : 2023-12-22 DOI: 10.1002/fer3.21

Anna Alejo, Robert Jenkins, Haogen Yao

{"title":"Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities","authors":"Anna Alejo, Robert Jenkins, Haogen Yao","doi":"10.1002/fer3.21","DOIUrl":"10.1002/fer3.21","url":null,"abstract":"A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children—especially the most vulnerable—can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 1","pages":"16-29"},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.21","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138946525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who am I—Teacher or practitioner? Teacher-practitioners’ experience of identity in higher education—A phenomenological view 我是谁？实践者在高等教育中的身份体验--现象学视角

Future in Educational Research Pub Date : 2023-12-13 DOI: 10.1002/fer3.20

Elina Peri, Larissa Jõgi, Marvi Remmik

{"title":"Who am I—Teacher or practitioner? Teacher-practitioners’ experience of identity in higher education—A phenomenological view","authors":"Elina Peri, Larissa Jõgi, Marvi Remmik","doi":"10.1002/fer3.20","DOIUrl":"10.1002/fer3.20","url":null,"abstract":"Practitioners entering academic careers in higher education face many challenges in teacher identity formation. This article is based on ongoing research and aims to understand the phenomenon of experiencing teacher identity in teacher-practitioners who have interrupted their academic careers in the field of healthcare and social sciences in Estonian higher education institutions. Empirical data was collected using semi-structured interviews. Data analysis was based on a phenomenological approach and the content analysis method. The experience of the identity of the teacher-practitioners is contradictory and can be understood as a subjective and collective phenomenon. The findings showed that teacher-practitioners with a strong specialist identity are not stable in their academic careers. Their identity is characterised by fragility and is associated with decisions to continue or interrupt their academic careers. The study suggests that the efforts of teacher-practitioners in academic settings need to be professionally supported by the provision of individual, collective and targeted institutional support. The article contributes to studies of professional identity from an interpretative phenomenological perspective.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 1","pages":"65-80"},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.20","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring 准备好向学生学习了吗？中国本科生的非正式反向指导经验

Future in Educational Research Pub Date : 2023-12-11 DOI: 10.1002/fer3.17

Yanjuan Hu, Zixi Zhou

{"title":"Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring","authors":"Yanjuan Hu, Zixi Zhou","doi":"10.1002/fer3.17","DOIUrl":"10.1002/fer3.17","url":null,"abstract":"This study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self-confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 1","pages":"49-64"},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.17","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

MALL-based collaborative writing in second language classroom: A systematic review 第二语言课堂中基于 MALL 的协作写作：系统回顾

Future in Educational Research Pub Date : 2023-12-08 DOI: 10.1002/fer3.18

Lisha Wang

引用次数: 0

Assessment, creativity and learning: A personal perspective 评估、创造力和学习：个人视角

Future in Educational Research Pub Date : 2023-12-07 DOI: 10.1002/fer3.19

Richard Hickman

引用次数: 0

Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion 教育 4.0 中的性别数字鸿沟：关于包容性因素和战略的系统性文献综述

Future in Educational Research Pub Date : 2023-11-16 DOI: 10.1002/fer3.16

Iris Cristina Peláez-Sánchez, Carlos Enrique George Reyes, Leonardo David Glasserman-Morales

{"title":"Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion","authors":"Iris Cristina Peláez-Sánchez, Carlos Enrique George Reyes, Leonardo David Glasserman-Morales","doi":"10.1002/fer3.16","DOIUrl":"10.1002/fer3.16","url":null,"abstract":"The gender digital divide (GDD) is a phenomenon that refers to the inequalities and differences between men and women in accessing the digital ecosystem in various environments, such as the scenarios of Education 4.0. Bridging the GDD in access, use, and appropriation of technologies would promote the digital inclusion in spaces traditionally dominated by men. A systematic literature review was conducted using seven databases, considering Scopus and Web of Science. Through this, the factors with the most significant impact on the widening of this type of gap were identified. The findings suggest that the elements that limit the GDD are (a) access and use of technologies, (b) social barriers, and (c) gender stereotypes and roles. On the other hand, factors that need to be considered for the digital inclusion of women were identified as follows: (a) the mode of interaction with technologies, (b) digital competencies in Education 4.0, (c) the mode of technology-mediated teaching and learning, (d) digital competencies in the workplace, and (e) digital participation. It is concluded that more digital inclusion strategies are needed to reduce the GDD, thus requiring greater participation from society and universities to achieve digital equity.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 2","pages":"129-146"},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138822361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relationship between epistemic curiosity and creativity: Research status and educational implications 认识论好奇心与创造力之间的关系：研究现状和教育意义

Future in Educational Research Pub Date : 2023-10-18 DOI: 10.1002/fer3.14

Yadan Li, Merbiya Emin, Qianzhu Zhou, Jing Zhang, Weiping Hu

{"title":"The relationship between epistemic curiosity and creativity: Research status and educational implications","authors":"Yadan Li, Merbiya Emin, Qianzhu Zhou, Jing Zhang, Weiping Hu","doi":"10.1002/fer3.14","DOIUrl":"10.1002/fer3.14","url":null,"abstract":"Creativity is a core driver of social development and technological progress. Epistemic curiosity (EC), as an important intrinsic motivation, is a prerequisite for creativity. Understanding the cognitive and neural mechanisms through which EC affects creativity is the “golden key” to cultivate top-notch innovative talents based on cognitive and neural principles and stimulate the innovative vitality of talents. In this paper, we have combined research evidence from behavioral and neuroimaging studies, introduced the basic concepts of EC and creativity, reviewed and evaluated prior empirical research and several theoretical perspectives linking EC and creativity. Additionally, we have discussed the shared characteristics of EC and creativity as well as the cognitive and neural mechanisms associated with them. Then, we have proposed several practical suggestions to fostering and promoting EC as a means to enhancing creativity. These suggestions serve as a foundation and inspiration for future research and educational practices and provide a theoretical framework for cultivating innovative talents. Finally, we indicated possible directions for future research on the relationship between EC and creativity.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 2","pages":"115-128"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.14","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0