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The study consists of a literature study and a case study. The need for a method via which to handle instruction complexity was identified in both studies. The proposed method was developed based on methods from the literature and experience from the case company.

The purpose of the study presented in this paper is to investigate how linking different maintenance domains in a modular maintenance instruction architecture can help reduce the complexity of maintenance instructions.

The proposed method combines knowledge from the operational and physical domains to reduce the number of instruction task variants. In a case study, the number of instruction task modules was reduced from 224 to 20, covering 83% of the maintenance performed on emergency shutdown valves.

The study showed that the other methods proposed within the body of maintenance literature mainly focus on the development of modular instructions, without the reduction of complexity and non-value-adding variation observed in the product architecture literature.

Embedded systems, Internet of Things (IoT) and mobile computing devices are used in various domains which include public-private infrastructure, industrial installation and critical environment. Generally, information handled by these devices is private and critical. Therefore, it must be appropriately secured from different attacks and hackers. Lightweight cryptography is an aspiring field which investigates the implementation of cryptographic primitives and algorithms for resource constrained devices. In this paper, a new compact hybrid lightweight encryption technique has been proposed. Proposed technique uses the fastest bit permutation instruction PERMS with S-box of PRESENT block cipher for non-linearity. An arbitrary n-bit permutation is performed using PERMS instruction in less than log (n) number of instructions. This new hybrid system has been analyzed for software performance on Advanced RISC Machine (ARM) and Intel processor whereas Cadens tool is used to analyze the hardware performance. The result of the proposed technique is improved by the factor of eight as compared to the PRESENT-GRP hybrid block cipher. Moreover, PERMS instruction bit permutation properties result a very good avalanche effect and compact implementation in the both hardware and software environment.

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

This paper aims to provide instructors with a hands-on engaging and experiential class activity designed to teach undergraduate and graduate students about different organizational structures in management courses. Through this exercise, students will be able to self-identify the challenges and strengths of working under contrasting organizational structures.

Split into two (or four) teams, students construct origami animals based on their team’s organizational structure, using both mechanistic and organic structures to create a zoo based on a set of instructions and boundary conditions. Materials required include origami paper, markers, printed instructions, origami animal instructions, and role title cards for each student. The exercise takes approximately 30–45 min, including debriefing discussion. All materials/instructions needed are included with this paper (except origami paper and markers).

Through this exercise, students internalize the challenges and strengths of working in organizations with contrasting structures. The debrief discussion will help solidify student understanding of what the day to day experience of working in different organizational structures might look like, the pros and cons of different structures, and what type of employees or industries might thrive under different structures.

This paper is being submitted for the “Special Issue Call for Papers: Modern Day Experiential Exercises.”

This activity allows students to draw their own conclusions about organizational structure and to engage in a fruitful discussion about what working at different types of organizations looks like on a day-to-day basis.

This activity allows students to strengthen their skills in communication, teamwork, and leadership by having them work in teams to complete a challenging, competitive task.

While teaching organizational structure in management courses has traditionally been limited to traditional forms of instruction such as lecturing and reviewing different organizational charts, this activity gives students a fun competitive in-class activity in which they practice working as a part of contrasting organizational structures to see what type of structure they might thrive in.

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

The study seeks to understand what teachers know about students’ friend networks and how they use that information for instruction.

This qualitative study relied on interviews and sociograms that teachers drew of students’ friend networks.

Our data suggest that teachers’ awareness of their students’ friend networks varies by their experience and their exposure to students. Also, their use of this information for instruction coalesces around dimensions of grouping and social support.

This study took place at one school. To more deeply understand what teachers perceive about their students’ friend networks and how they use that information for instruction, more studies could be done with teachers in more schools.

Implications might suggest developing teachers’ social competence to support their students’ learning and development.

While studies cited in this paper have explored teachers’ knowledge of students’ social networks, this study builds on this work by exploring how that information can be useful for instruction. In addition, this study explores the use of teachers drawing sociograms as representations of what they know about students’ friend networks.

This study explores whether metacognitive strategy training can influence the lexical knowledge of L2 learners of the present study, and what they think about the use of metacognitive strategies in language learning classes. To do so, a 50-item multiple-choice vocabulary test, developed by the researchers based upon Nation’s (1990) levels of language proficiency, was employed to measure the learners’ vocabulary knowledge progress during the period of instruction. The instruction received by the experimental group was based on the Cognitive Academic Language Learning Approach (CALLA) Model, developed and validated by Chamot and O’Malley (1994). The findings revealed that the experimental group outperformed the control group in their endeavors for comprehending and producing vocabulary. This may be attributed to the fact that after this intervention, participants have developed their metacognitive awareness and their thinking skills. The study concludes with pedagogical implications and highlights avenues for future research.

ﺗ مّ د ﻣ ﺞ ا ﺳ ﺗ ر ا ﺗ ﯾ ﺟ ﯾ ﺎ ت ﻣ ﺎ و ر ا ء ا ﻟ ﻣ ﻌ ر ﻓ ﯾ ﺔ (MS) ، ا ﻟ ﺗ ﻲ ﺗ ﻌ ﺗ ﺑ ر ا ﻟ ﻔ ﺋ ﺔ ا ﻟ ﻔ ر ﻋ ﯾ ﺔ ا ﻟ ر ﺋ ﯾ ﺳ ﯾ ﺔ ﻻ ﺳ ﺗ ر ا ﺗ ﯾ ﺟ ﯾ ﺎ ت ﺗ ﻌ ﻠّ م ا ﻟ ﻠّ ﻐ ﺔ ﻓ ﻲ ﻣ ﻧ ﺎ ھ ﺞ ﺗ ﻌ ﻠّ م ا ﻟ ﻠّ ﻐ ﺔ ا ﻷ ﺟ ﻧ ﺑ ﯾ ﺔ ﻟ ﺗ ﺳ ﮭ ﯾ ل ا ﻟ ﺗ ﻔ ﻛ ﯾ ر ا ﻟ ﻌ ﺎ ﻟ ﻲ و ا ﻟ ﺗ ﺧ ط ﯾ ط ا ﻟ ذ ا ﺗ ﻲ و ا ﻟ ﺗ ﻌ ﻠّ م ا ﻟ ﻣ ﺳ ﺗ ﻘِّل و ا ﻟ ﺗ ﻌ ﻠ م ا ﻷ ﻓ ﺿ ل ﻓ ﻲ ﻧ ﮭ ﺎ ﯾ ﺔ ا ﻟ ﻣ ط ﺎ ف . و ﻓ ﻘًﺎ ﻟ ذ ﻟ ك ، ﺗ ﻌ دّ ھ ذ ه ا ﻟ دّر ا ﺳ ﺔ ﻣ ﺣ ﺎ و ﻟ ﺔً ﻟ ﻺ ﺟ ﺎ ﺑ ﺔ ﻋ ﻣ ﺎ إ ذ ا ﻛ ﺎ ن ا ﻟ ﺗ د ر ﯾ ب ﻋ ﻠ ﻰ ا ﺳ ﺗ ر ا ﺗ ﯾ ﺟ ﯾ ﺔ ﻣ ﺎ و ر ا ء ا ﻟ ﻣ ﻌ ر ﻓ ﻲ ﯾ ﻣ ﻛ ن أ ن ﯾ ؤ ﺛّ ر ﻋ ﻠ ﻰ ا ﻟ ﻣ ﻌ ر ﻓ ﺔ ا ﻟ ﻣُﻌ ﺟ ﻣ ﯾ ﺔ ﻟ ﻠ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن و ﻣ ﺎ ذ ا ﯾ ﻔ ﻛّر ﻓ ﯾ ﮫ ا ﻟ ﻣ ﺗ ﻌ ﻠّ ﻣ و ن ﺣ ول ﺗ د ر ﯾ س ا ﺳ ﺗ ر ا ﺗ ﯾ ﺟ ﯾ ﺎ ت ﻣ ﺎ و ر ا ء ا ﻟ ﻣ ﻌ ر ﻓ ﯾ ﺔ . و ﻟ ﻠ ﻘ ﯾ ﺎ م ﺑ ذ ﻟ ك ، ﺗ مّ ا ﺳ ﺗ ﺧ د ا م ا ﺧ ﺗ ﺑ ﺎ ر ﻣ ﻛ و ن ﻣ ن 50 ﻋ ﻧ ﺻ ر اً ﻣ ﺗ ﻌ د د ا ﻻ ﺧ ﺗ ﯾ ﺎ ر ا ت ا ﻟّ ذ ي ﺗ مّ ﺗ ط و ﯾ ر ه ﺑ و ا ﺳ ط ﺔ ا ﻟ ﺑ ﺎ ﺣ ﺛ ﯾ ن ا ﺳ ﺗ ﻧ ﺎ دًا إ ﻟ ﻰ ﻣ ﺳ ﺗ و ﯾ ﺎ ت ا ﻟ ﻛ ﻔ ﺎ ء ة ا ﻟ ﻠ ﻐ و ﯾ ﺔ ﻟ د ى ا ﻟ ﺷ ﻌ ب (Nation) (1990 م ( ، ﻟ ﻘ ﯾ ﺎ س ﺗ ط وّ ر ﻣ ﻌ ر ﻓ ﺔ ا ﻟ ﻣ ﻔ ر د ا ت أ ﺛ ﻧ ﺎ ء ﻓ ﺗ ر ة اﻟ ﺗد ر ﯾ س . ا ﺳ ﺗ ﻧ د ت ا ﻟ ﺗ ﻌ ﻠ ﯾ ﻣ ﺎ ت ا ﻟ ﺗ ﻲ ﺗ ﻠ ﻘّﺗ ﮭ ﺎ ا ﻟ ﻣ ﺟ ﻣ و ﻋ ﺔ ا ﻟ ﺗ ﺟ ر ﯾ ﺑ ﯾ ﺔ إ ﻟ ﻰ ﻧ ﻣ و ذ ج ﻣ ﻧ ﮭ ﺞ ا ﻟ ﺗ ﻌ ﻠ م ا ﻟ ﻣ ﻌ ر ﻓ ﻲ ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ) CALLA ( ا ﻟ ذّي أ ﻋ دّه و و ا ﻓ ق ﻋﻠ ﯾ ﮫ ﺷﺎ ﻣو ت وأ وﻣﺎﻟ ﻲ ) 1994 ( . ﻛ ﺷ ﻔ ت ا ﻟ ﻧ ﺗ ﺎ ﺋ ﺞ أ نّ ا ﻟ ﻣ ﺟ ﻣ و ﻋ ﺔ ا ﻟ ﺗ ﺟ ر ﯾ ﺑ ﯾ ﺔ ﺗ ﻔ و ﻗ ت ﻋ ﻠ ﻰ ا ﻟ ﻣ ﺟ ﻣ و ﻋ ﺔ ا ﻟ ﺗ ﺣ ﻛ ﻣ ﯾ ﺔ ﺑ ﺎ ﻟ ﻧّﺳ ﺑ ﺔ ﻟ ﻔ ﮭ م و إ ﻧ ﺗ ﺎ ج ا ﻟ ﻣ ﻔ ر د ا ت . ﻣن اﻟ ﻣﻣﮑن أ ن ﯾﻌود ذ ﻟ ك إ ﻟ ﻰ ﺣ ﻘ ﯾ ﻘ ﺔ أ نّ ا ﻟ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ﺑ ﻌ د ھ ذ ا ا ﻟ ﻌ ﻼ ج ﯾ ﻣ ﻛ ﻧ ﮭ م ا ﻟ ﺗ ﻔ ﻛ ﯾ ر أ ﻛ ﺛ ر و ر ا ء ا ﻟ ﻣ ﻌ ر ﻓ ﯾ ﺔ و ﺗ ط و ﯾ ر ﺗ ﻘ دّم ﺗ ﻔ ﻛ ﯾ ر ھ م . ﺗ ﺧ ﺗ ﺗ م ا ﻟ دّر ا ﺳ ﺔ ﺑ ذ ﮐ ر ﺑ ﻌ ض ا ﻵ ﻓ ﺎ ق ا ﻟ ﺗ ر ﺑ و ﯾّﺔ و ﺗ ﺳ ﻠ ﯾ ط ا ﻟ ﺿّو ء ﻋ ﻠ ﻰ ﺑ ﻌ ض ا ﻟ ﺳّﺑ ل ﻟ ﻠ ﺑ ﺣ ث ﻓ ﻲ ا ﻟ ﻣ ﺳ ﺗ ﻘ ﺑ ل .

The purpose of this paper is to introduce narrative distance as a phenomenon that can help create transformative learning experiences (TLEs). Narrative distance is defined as the cognitive or emotional space afforded by indirect communication that invites listeners to make sense of content. In ways similar to a book, movie or play, narrative distance invites participants to draw conclusions for themselves (Craddock, 2002).

After examining how other fields have discussed concepts related to narrative distance and its affordances, this paper illustrates how this phenomenon can satisfy many of Wilson and Parrish’s (2011) key indicators for TLEs.

Six principles are offered for incorporating narrative distance into instructional design.

Instructional design has not explored indirect communication that is similar to narrative in any significant way.

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.