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Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.

The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.

The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.

The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.

This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.

The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject.

The study aims to assess Oman's preparedness for digital competency on three parameters: knowledge, technology, and future readiness. Second, it aims to identify critical areas of implementation of digital competency concerning HEIs.

Knowledge shall be assessed for talent, training and education, and scientific concentration. Technology will be evaluated based on regulatory, capital, and technological frameworks. Future readiness shall be examined based on adaptive attitude, business agility, and IT integration. The overall status in all three areas will be evaluated, considering contributions made by various stakeholders, such as the government, public agencies, corporations, educational institutions, etc. The data for this exploratory exercise shall be cogenerated from various secondary sources that are available openly.

Oman scores above average on parameters of technological and regulatory framework, adaptive attitudes, and IT integration, with an average score above 60 out of 100. Oman’s mean score for sub-factors like talent, training and education, capital, and business agility is average—between 50 and 60. The mean score for scientific concentration is 35.14—below average for this criterion.

Most of the studies in Oman have concentrated mainly on teachers' online awareness and competencies, particularly in schools during and after the post-COVID scenario. However, negligible studies are available for higher education. This is an original study for assessing digital competencies, particularly concerning higher education towards achieving Vision 2040 and diversifying the Sultanate of Oman as a knowledge economy.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

Assessment feedback is vital in identifying learning gaps, correcting misconceptions and adjusting teaching strategies. In many teacher training programs, instructors and pre-service teachers rarely reflect on assessment feedback; hence, it does not inform teaching and learning with constructive remedies. Studies have indicated the role of e-portfolios in elevating pedagogical skills; however, this does not apply well in contexts where teachers hardly access the internet. The study explored printed-based portfolio use for AaL and AfL in developing pedagogical skills among pre-service teachers.

Using an exploratory case study design in a class of 120 students, the study interviewed 14 respondents, twelve of whom were pre-service teachers and two instructors. Further, the study thoroughly reviewed 120 students’ portfolios to obtain adequate information. Researchers employed the content analysis method for data analysis.

Findings indicate that instructors and pre-service teachers underwent the learning process, un-learning and re-learning appropriate pedagogical skills by reflecting on the assessment feedback on their portfolios. Also, peer review enhanced the broadening of their perspectives regarding students and pedagogical approaches. Like instructors, the process enhanced the adjustment of teaching strategies to suit learners’ diverse needs.

Portfolio-based assessment feedback and development of pedagogical skills is an original work based on actual teaching practices. Instructors integrated the portfolio to enhance reflective practices, i.e. self-reflection, inquiry and self-regulated learning for pre-service teachers to adjust their pedagogical skills.

Outside of teaching, little knowledge exists about the emotion work of pedagogical professionals, i.e., the emotion work that is performed in kindergartens, residential homes or school counseling. This study addresses this shortcoming by answering the questions (1) how is emotion work experienced and coped with in pedagogical professions? and (2) how does pedagogical professionals’ emotion work relate to burnout?

An exploratory sequential mixed methods approach consisting of an interview and a questionnaire was applied. First, n = 10 interviews were conducted to investigate how emotion work is experienced and managed by pedagogical professionals. Second, hypotheses regarding the relationship between identified resources and burnout were derived and empirically tested in a questionnaire survey with n = 97 participants.

The interviews provided insight into various emotional job demands and resources. Emotion work has been shown to be a key aspect of pedagogical work. Detached concern was identified as an emotion-regulating resource in coping with the resulting emotional job demands. The results of the quantitative phase revealed that pedagogical professionals’ detached concern plays a vital role in preventing burnout.

This study adds new insights to the understanding of emotion work performed in care work professions outside of teaching. The acknowledgement of pedagogical work, as skilled (emotion) work, and the investigation of resources is an important step in improving the working conditions of pedagogical professionals and thus protecting their health and well-being.

During the COVID-19 pandemic, the importance of digital infrastructure in higher education surged. This study aims to analyze how a country’s digital capabilities influence pedagogical transitions in business schools and compare the impacts between digitally advanced and advancing countries.

The authors applied the job demands–resources model and the IMD World Digital Competition Ranking 2021 to analyze the impact of nations’ digital capabilities on the pedagogical transitions experienced by 121 business faculty members from 20 nations. The countries were categorized into digitally advanced countries and advancing countries. The snowball sampling method was used to gather data through an online survey consisting of 24 items. SPSS was used to statistically analyze the data in two stages using paired t-test and group comparison.

Significant shifts between face-to-face and online lectures occurred in both groups. Advanced countries witnessed positive shifts in discussions, presentations, oral assessment, independent learning opportunities, online teaching methods, technical support and faculties’ readiness, whereas advancing countries mainly noted alterations in professional development and communication technologies.

This study offers insights into optimizing digital capabilities and enhancing business schools’ readiness for effective pedagogical shifts during crises. Both the theoretical contribution and the findings will benefit national education policies, higher education institution leaders, scholars and educators.

Over the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Intricate digital tools and mobile computing such as computational design, simulation and immersive technologies, have been extensively used for different purposes in this field. Immersive technologies such as augmented reality (AR) and virtual reality (VR) have proven to be very advantageous while the research is in its infancy in the field. Therefore, this study aims to develop an immersive pedagogical framework that can create a more engaging teaching and learning environment and enhance students' skill in the ACE field.

This study developed a BIM-enabled VR-based pedagogical framework for the design studio teaching in architectural courses, using a qualitative approach. A case study method was then used to test and validate this developed framework. Architectural Master Design Studio B, at Queensland University of Technology (QUT) was selected as the case study, with South Bank Corporation (SBC) as the industry partner and stakeholder of this project.

The practicality and efficiency of this framework was confirmed through increased students' and stakeholders' engagement. Some of the additional outcomes of this digitally enhanced pedagogical framework are as follows: enhanced students' engagement, active participation, collective knowledge construction and increased creativity and motivation.

The results have proven that the developed technology-enhanced and digitally enabled teaching pedagogy and framework can be successfully implemented into architectural design studios. This can bridge the existing gap between the technological advancements in ACE industry and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set as the future generation of architects and built environment workers. A major limitation of this framework is accessibility to the required hardware such as HMD, controllers, high-capacity computers and so on. Although the required software is widely accessible, particularly through universities licencing, the required hardware is yet to be readily and widely available and accessible.

The result of this study can be implemented in the architectural design studios and other ACE related classrooms in higher educations. This can bridge the existing gap between the technological advancements in ACE industry, and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set.

Such technology-enhanced teaching methods have proven to enhance students' engagement, active participation, collective knowledge construction and increased creativity and motivation.

Despite the advancement of digital technologies in ACE industry, the application of such technologies and tools in higher education context are not yet completely explored and still scarce. Besides, there is still a significant gap in the body of knowledge about developing teaching methods and established pedagogies that embrace the usage of such technologies in the design and architecture curricula.

This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research.

This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education.

Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers.

This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented.

This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.