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Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

The article aims to share the viewpoint of the author on the impact of the innovative teaching pedagogy adopted by him in teaching the accounting courses on the satisfaction of the participants in a premier Indian Business School.

The experiment was carried over by introducing an innovative teaching approach by the author among the first-year participants of the Management Program. At the end of the experiment, the participants were asked to rate the teaching approach on a five-point scale besides offering the qualitative feedback on the impact of the experiment on their learning outcomes.

The paper concludes that the participants were highly satisfied with the teaching approach adopted by the author.

The study contributes to the theory and practitioners on accounting education in many ways. First, it is offering evidence on the impact of teaching pedagogy on the satisfaction of the participants of the accounting courses of an emerging market business school. Second, the accounting educators of the emerging countries may replicate the experiment in their institutes. Third, the educators of other courses in the business schools may make an effort to measure the impact of the teaching approach on the feedback of their learners.

A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.

The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.

The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

The purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.

A qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.

Findings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.

While there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

This study aims to present a step-by-step implementation of the culturo–techno-contextual approach (CTCA) in a university classroom to teach industry and competitive analysis in the Ghanaian undergraduate entrepreneurship development curriculum. It further investigates the efficacy of the CTCA in breaking difficulties related to the study of industry and competitive analysis as a difficult concept in the Ghanaian entrepreneurship development curriculum. In doing this, the CTCA is compared with the lecture method.

The study adopts a quantitative approach. A quasi-experimental design is employed to gather data from 215 level 400 (4th-year undergraduate students) entrepreneurship development students at a Ghanaian public university. The experimental group was taught with CTCA, while the control group used the lecture method. The data was collected using the industry and competitive analysis achievement test (ICAAT). As random assignment to experimental and control groups were not possible, the data were subjected to an analysis of covariance approach with pre-test scores added as a covariate.

The results show that the experimental group significantly outperformed the control group. The results further indicate the efficacy of CTCA in improving undergraduate students’ performance in complex concepts of entrepreneurship.

Researchers usually test alternative teaching methods to break down barriers to study difficulties. The study’s uniqueness stems from the CTCA’s ground-breaking application to the study of entrepreneurship development in a Ghanaian public university.

Using guest lectures can provide graduate students with the opportunity to link theories with practice. This study aims to investigate perceptions towards online and face-to-face guest lectures among graduate students specialized in Curriculum and Instruction of Computer Science. Data was collected via reflection logs, semi-structured interviews and observations, revealing mainly positive experiences of both types of guest lecture. The participants acknowledged the flexibility and accessibility of an online guest lecture; on the other hand, they found that a face-to-face guest lecture facilitated better interaction and discussion. It is recommended to consider three issues for a successful guest lecture: guest speaker selection, teaching strategy of guest speaker and the role of the course lecturer. Future research based on identified gaps is recommended.

The lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education.

This study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data.

The results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum.

The originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education.

As online teaching/learning is a new phenomenon with reference to regular degree programs in institutions of higher education in India (the situation having being thrust upon both students and faculty due to COVID-19 pandemic), an exploratory-descriptive study was carried out to find out how public university students in India perceive online teaching/learning (OTL) during the present pandemic, the methods of OTL being used by faculty and the challenges being faced by the students.

Online interviews with 40 students of three public universities in Delhi/NCR were conducted using open-ended and close-ended questions. The questionnaire was emailed to 82 university students of Commerce and Management specialisation out of which 40 responded. We analysed each participants interview responses using content analysis technique and categorised the themes/factors that emerged under suitable headings using the coding method. The frequencies of the occurrence of the themes/factors were thus determined and documented, and percentages were calculated. The questionnaire also had Likert-scale questions as they are useful to measure latent constructs.

Inadequate bandwidth and poor network connectivity were found to be major hindrances during OT/L. The other challenges were unsuitable home environment for attending online classes, feeling of isolation and demotivation due to lack of face-to-face interaction and excessive screen-time causing fatigue. Active online methods such as live lectures by faculty and article/case study/discussions facilitated live by faculty were most preferred while the passive method of learning such as online certification courses through education portals such as Swayam/ Coursera/Udemy, etc were least preferred. The level of satisfaction from student–faculty interaction was more than that from student–student interaction.

The study covered three public universities in India and the sample size was small because of limitations created by COVID-19 pandemic situation as campuses were closed and it was not possible to meet students personally to get responses.

Universities should provide data cards or access to university computer labs to those students who are from economically weaker sections of society so that online teaching may be effective. This will also help students who live in very small houses and do not have a quiet corner to study online. Other solution would be to reduce online teaching duration. This issue needs the attention of educational institution leaders as most universities have scheduled classes from morning till evening, as it was during real classroom teaching. Eight hours of online classes every day may not be feasible when Internet access is a critical problem. Teachers should encourage interaction between students so that the feeling of isolation may be reduced and students may be motivated to learn and take more interest in virtual classes.

50% of the Indian population does not have access to the Internet, while a large section that does have, cannot afford the cost of high-speed data that is needed for long-duration online classes spanning over months. Those who can afford it, do not have the privacy to engage effectively in classes on video conferencing portals. Both students and teachers suffer due to poor audio and video quality caused by poor infrastructure. COVID-19 has brought to focus, the severe inequality in some societies. Societies need to take serious cognizance of this issue and take appropriate measures.

This study is very unique as the radical change from real classroom to online teaching in Indian public universities is a very unique phenomenon. The disruption was forced due to the ongoing COVID-19 pandemic and students along with their teachers learned the process “on-the-job”. As the issues and challenges faced by students were unexplored, this study aims to contribute knowledge to this existing research gap.

The study mainly aims to evaluate factors that impact online accounting education in Vietnamese universities during COVID-19.

The study is exploratively conducted with a quantitative sample using purposive data-collecting techniques. The sample focused on teaching staff and students at public and private universities in Vietnam during COVID-19.

The study shows that infrastructure, working/living conditions during COVID-19 and lecturing time are the top three factors impacting online digitizing accounting education.

This research is not without limitations. The limitations are limited time and resources, which did not allow for examining other factors that impact digitizing education in accounting. The forthcoming study should examine extended factors (not mentioned in the study) such as government sponsorship, lecturers’ soft skills, national culture, qualifications and so on.

This study identifies and states significant factors that impact online digitizing accounting education in Vietnamese higher education during COVID-19.

While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an undergraduate geography course designed not only to teach geographical methods but also to engage with the multi-scalar nature of the SDGs and apply them to various local urban sustainability issues in a real-world context.

By means of a mixed-method approach, the authors examine a fieldwork course that invites students into learning situations in which they combine critical thinking with entrepreneurial solutions to local sustainability challenges. The authors examine the learning material from the students’ cases and explore the geographical knowledge the students’ practise.

Fieldwork helps students contextualise the multi-scalar nature of the SDGs and thereby apply them to analyses in a local context. Students learn first-hand how their planning proposals can be seen as counterproductive by some local stakeholders while remaining attractive to others.

Student tasks are developed in collaboration with a local municipality and students present their findings to local politicians and stakeholders. Presenting and localising the SDGs within a local community not only encourages students to undertake a local community analysis but also provides new perspectives to local stakeholders.