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Student in-class participation is a crucial aspect in the learning process, including in synchronous learning process. Several variables may hinder students from actively participating in synchronous learning including communication anxiety. As behavior, student in-class participation can be modeled using theory of planned behavior (TPB) with communication anxiety as barrier variable. The current study aims to investigate student decision-making process to actively participate in synchronous online learning using TPB frameworks and examine the effect of communication anxiety as part of extended TPB.

This was quantitative nonexperimental research conducted by gathering cross-sectional data through electronic survey. A total of 1,009 Indonesian college students voluntarily participate in the survey. Structural equation modeling was used to analyze the data and test the hypothesis.

The results indicate that there was significant and positive effect between TPB-related variables: (1) attitude, (2) subjective norms, (3) behavioral control, (4) intention and (5) behavior. Communication anxiety, as an additional variable in the extended model, shows significant and negative effects on behavioral control and active participation behavior. However, the communication anxiety indicates insignificant effect on students’ intention to participate in online synchronous learning. The findings support the evidence that students’ intention to actively participate in synchronous learning can be described using TPB and communication anxiety hinders student to actively participate in synchronous learning.

The paper extends TPB on student active participation. Prior research limited to original theory of planned behavior (TPB) on student in-class and massive open online course (MOOC) participations, whereas the current research includes communication anxiety as additional variable on extended TPB to understand students’ intention to actively participate in synchronous online learning.

The Listen to Learn for Life (L³) Assessment Framework is a framework that outlines how to systematically assess the links between the classroom environment, listening, learning and well-being. The purpose of this paper is to review the published literature to understand what is known about the characterisation of activity component of the L³ Assessment Framework and determine what is not known and needs to be investigated in future research.

Literature reviews (Web searches for systematic, scoping or general reviews; scoping reviews following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews protocol; and extended Web searches) were conducted to characterise lecture, group work and independent work activities in terms of the perceptual setting, source degradation and transmission degradation.

Most research that has been conducted is for classrooms in general and does not specify results specifically for lecture, group work and independent work, which is important for understanding how the learning environment changes with the different activities. What is known about the lecture, group work and independent work activities are discussed; however, it is noted that this often comes from only a few studies. Future research areas to contribute to this literature as well as fill current research gaps are proposed.

To the best of the authors’ knowledge, this paper is the first review paper to synthesize previous research characterising the classroom environment for different activities using the L³ Assessment Framework. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

This chapter discusses how immigrants adopt translanguaging practices (i.e., the flexible use of linguistic resources by bilinguals or multilinguals to make sense of their worlds inside and outside classrooms) to scaffold learning, clarify concepts, facilitate communication, and promote academic understanding. Even inside the campus, outside the classroom discourse, translanguaging can be used to navigate bureaucratic systems, such as filling out forms, engaging in social gatherings, or accessing library services, that require proficiency in the language of the host country. Whereas the academic context is not always a positive space for translanguaging practices, everyday communications usually create a positive space for translanguaging. This chapter discusses translanguaging practices in academic and nonacademic contexts. We also provide an overview of the negative pedagogical attitudes toward translanguaging in higher education institutions, where challenges commonly faced by mobile and immobile non-native English scholars pertain to strict strategies. Reflections on the restrictive publishing policies that constitute a negative translanguaging space, acceptable and nonacceptable translanguaging practices in academic publications and the role of translanguaging facilitators, such as artificial intelligence (AI) applications, are also deliberated based on the field experience of a professional copy editor.

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

This research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient?

The paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance – high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement.

Almost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities.

Primary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration.

Enhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a decentralised context for teacher competency building. Collaboration, continuous monitoring of the outcomes of professional development programs, and sharing best practices are crucial in improving teacher readiness for digital education.

Access to tangible resources, such as computers, Internet connectivity and educational software, and developing intangible resources, such as teacher digital competencies, will play a pivotal role in shaping students' learning experiences. By studying the discrepancies in digital resource accessibility and teacher technology adoption, this research endeavours to add to the efforts towards enhancing the educational landscape.

This paper seeks to address a critical issue in the Indian education system and contribute to the ongoing effort to prevent the widening of the second and third digital divide in schools, and help achieve UN SDG Goals 4 and 10.

Introduction: The idea of sustainability has become increasingly popular across many industries. To meet the demands of the present without compromising the capacity of future generations to meet their requirements, sustainable organisations prioritise integrating environmental, social, and economic aspects into their operations.

Purpose: To analyse the inter-relationship between sustainable organisations, high-potential employees (HPEs), and blended learning (BL) effectiveness. Organisations can gain a competitive edge, spur innovation, and contribute to a more sustainable and inclusive future by incorporating sustainability into their operations and offering sustainable workspaces.

Design/methodology/approach: This research approach offers a thorough understanding of the connections between sustainable organisations, HPEs, and workspaces by combining a literature review of 77 research papers, case studies, and surveys.

Findings: The dedication to sustainability draws high-potential workers and environmentally aware customers who favour supporting socially conscientious businesses.

Practical implications: The study provides valuable implications and suggestions for businesses looking to improve their sustainability and recruit top talent. These proposals should include the techniques for integrating sustainability into organisational culture, employee engagement programmes, talent recruiting and retention tactics, and designing environmentally friendly workspaces.

Originality/value: This research approach offers a thorough understanding of the connections between sustainable organisations, HPEs, and workspaces by combining literature reviews, case studies, surveys, interviews, and data analysis.

The purpose of this paper is to explore the English-speaking challenges confronted by English as Foreign Language (EFL) students in the context of Kazakhstan, a Central Asian, post-Soviet nation, particularly focusing on the interrelation of English language fluency issues, psychological conditions and the influence of environmental factors.

This qualitative inquiry is firmly situated in Krashen’s second language acquisition theory. The research cohort comprises ten undergraduates from the esteemed Foreign Languages and Translation Studies Department, their narratives forming the basis for data analysis. The author conducted structured interviews with the participants.

The findings demonstrate that limited language proficiency not only hinders fluency but also initiates psychological challenges, forming a difficult cycle. Additionally, environmental elements, such as interactions with teachers and peers, have both beneficial and adverse impacts on speaking improvement. Acknowledging and tackling these complex dynamics is crucial for developing focused interventions that foster a supportive learning environment conducive to enhancing language acquisition and fluency.

The limitation of this research is that the triangulation method in the form of additional semi-structured interviews and/or observation was not used to get more in-depth data.

The study might be helpful for stakeholders to reflect on the English difficulties they experience and to prepare effective teaching and learning strategies. In particular, EFL teachers may need to use more speaking activities in lessons to help students overcome language barriers in speaking. EFL teachers might also adopt strategies such as not judging learners’ mistakes in the first phase of their language practices until they get used to speaking without any psychological blocks and paying additional attention to vocabulary and grammar knowledge in communicative lessons. EFL students may use the strategies to consciously evaluate their skills and not learn the speaking material by heart beforehand. In addition, university administration may organize regular speaking clubs for students in order to create an immersive environment. Moreover, they might require teachers to show up with their speaking capabilities before hiring English teachers, especially in English-related specialization departments.

The research indicates a lack of support and a judgmental environment, passive involvement in communicative pursuits and memorization as instrumental strategies for augmenting oral proficiency. These reasons have created difficulties in speaking English for students studying in English-specialized departments in Kazakhstan.