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In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.

A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.

The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.

The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.

Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.

As data centres grow in size and complexity, traditional air-cooling methods are becoming less effective and more expensive. Immersion cooling, where servers are submerged in a dielectric fluid, has emerged as a promising alternative. Ensuring reliable operations in data centre applications requires the development of an effective control framework for immersion cooling systems, which necessitates the prediction of server temperature. While deep learning-based temperature prediction models have shown effectiveness, further enhancement is needed to improve their prediction accuracy. This study aims to develop a temperature prediction model using Long Short-Term Memory (LSTM) Networks based on recursive encoder-decoder architecture.

This paper explores the use of deep learning algorithms to predict the temperature of a heater in a two-phase immersion-cooled system using NOVEC 7100. The performance of recursive-long short-term memory-encoder-decoder (R-LSTM-ED), recursive-convolutional neural network-LSTM (R-CNN-LSTM) and R-LSTM approaches are compared using mean absolute error, root mean square error, mean absolute percentage error and coefficient of determination (R²) as performance metrics. The impact of window size, sampling period and noise within training data on the performance of the model is investigated.

The R-LSTM-ED consistently outperforms the R-LSTM model by 6%, 15.8% and 12.5%, and R-CNN-LSTM model by 4%, 11% and 12.3% in all forecast ranges of 10, 30 and 60 s, respectively, averaged across all the workloads considered in the study. The optimum sampling period based on the study is found to be 2 s and the window size to be 60 s. The performance of the model deteriorates significantly as the noise level reaches 10%.

The proposed models are currently trained on data collected from an experimental setup simulating data centre loads. Future research should seek to extend the applicability of the models by incorporating time series data from immersion-cooled servers.

The proposed multivariate-recursive-prediction models are trained and tested by using real Data Centre workload traces applied to the immersion-cooled system developed in the laboratory.

The purpose of this study is to identify the impact of online learning on university librarians’ professional development and library services.

A mixed-methods study through an explanatory research design was applied to address the study’s objectives. Quantitative data were gathered from 341 librarians working in 221 universities, while qualitative data were gathered from 27 experts working in 21 different universities of Pakistan.

The findings of the study revealed that online learning has a significant positive impact on the professional development of university librarians. Results revealed that online learning assists in the provision of sustainable, innovative library services in university libraries.

The study has offered a model in light of the study's quantitative and qualitative findings. It contributes to theoretical understanding by expanding the existing knowledge base. It offers managerial insights, enabling the development of policies that foster the professional development of library personnel and the implementation of smart library services.

This study aims to investigate the influence of ChatGPT, an AI-based chatbot, on the digital learning experience of students at Mzumbe University.

This study adopted a qualitative research design to gather in-depth insights from participants. Semi-structured interviews and an analysis of previous chat content were used as primary sources of data. Thematic analysis was used to analyze the qualitative data, allowing for the exploration of participants’ perspectives, experiences and opinions regarding the integration of ChatGPT into the learning process.

The results of the study demonstrated that ChatGPT is widely used in educational contexts and has a positive influence on students’ study habits, academic performance, and understanding of course material. Students appreciated the system’s simplicity, tailored instructions, and the promptness and accuracy of the responses. Despite the possibility of isolated mistakes.

It is important to recognize the limitations of this study. First, the sample size was small, limiting the broad application of the results. Second, this study’s narrow emphasis on students at Mzumbe University limits its applicability in other situations. Furthermore, depending on self-reported experiences, biases, such as individual interpretation or recollection bias, can occur.

Educators can maximize ChatGPT in the classroom by using study insights. Its advantages, such as effectiveness and enhanced performance, highlight the possibility for student-centered learning. Practitioners are guided by their awareness of problems, such as probable errors. Constant updates guarantee ChatGPT’s applicability and provide educators with useful advice.

Peer impact is highlighted in this study concerning social factors on the adoption of AI in education. Resolving issues preserves public confidence. Views influence public opinion and direct policymakers in discussions about safe AI use. It influences public attitudes while navigating the ethical integration of AI.

This study offers insightful information about the impact of ChatGPT on digital learning in Tanzania’s higher education. It makes innovative research contributions that enhance educational practices and emphasizes the advantages, difficulties and demands of responsible usage in the context of AI-based chatbots.

In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.

This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.

The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.

The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.

This study stands out as it explores an underexamined area while providing novel educational insights.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice.

The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools.

The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People’s Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors’ internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for.

The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care.

As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of “we don't do CRT” and into work that constructs paths toward praxes bound in the tenets of CRP.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.