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As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

This paper aims to build on Part 1 which generated a theory representing the experiences of charity peer leaders facilitating well-being interventions (Burns, 2024). This study (Part 2) examines the process of peers [1] becoming peer leaders using the generated theory.

Following the Medical Research Council Process Evaluation Framework (Moore et al, 2015), the methods for this study were as follows: discussion and informal questions with all project staff (skilled group facilitators and peer leaders) at the start of the Refugee projectx; in-depth, self-report questionnaire with the skilled group facilitators; researcher observations of the peer leaders learning to lead and leading the groups; and group interview with peer leaders.

When analysed in line with the theory, the data showed the following: being empathic and validating someone’s story helps the person feel like their journey counts and is of worth; the “dance” of rapport and relationship is a vital ingredient for a successful group; the process of sharing stories and giving hope bring rewards; hope can be gained, given and given again without diminishing hope within the giver.

The theory that emerged in this study is unique to Part 1 and therefore Part 2 is also original, to the best of the author’s knowledge. The demonstration of the use of the theory in practise could support mental health peer work in offsetting statutory health-care costs.

The Canadian Society for Medical Laboratory Science (CSMLS) Peer Support Project was a formal and virtual peer support group pilot for medical laboratory professionals in Canada to determine its application for CSMLS members and obtain information regarding the current state of medical laboratory professionals’ mental health, well-being and burnout. CSMLS learned what is contributing to stress at work, coping strategies and barriers to accessing support or help for their mental health among medical laboratory professionals.

The qualitative and exploratory pilot study examined medical laboratory professionals from Canada. Two peer support groups were facilitated in April and May 2022 by a trained mental health clinician. Peer support delivery was virtual and delivered via Zoom. The purposive sample featured medical laboratory technologists, Educators and Supervisors/Directors who were CSMLS members. The qualitative analysis was conducted via analytical memos and incorporated both manual and NVivo software analysis.

Overall themes were identified within the data analysis and included barriers to mental health care; increased stigma for mental health; mixed messaging regarding mental health; feeling invisible; medical laboratory professionals would like to manage stress better but their increasing workload demands and challenges with scheduling and staffing add to their stress. Participants also highlighted their role and its context using metaphors such as “the silent firefighters”, and “the Bass Guitar of the Hospital”. Based on the evaluations, the peer support sessions encouraged participants to address their own mental health, validate their experiences and increase their comfort level in discussing mental health.

It identified a potential resource for medical laboratory professionals and determined that further mental health resources would be beneficial for their field. It also identified their strong commitment to patient care and their role as a medical laboratory professional.

To the best of the authors’ knowledge, this study is one of the first to examine peer support as a mental health resource for medical laboratory professionals. Additionally, its focus was on a Canadian population with virtual delivery.

Loneliness and social isolation are risk factors for morbidity and mortality and a growing health concern. Peer support is an intervention that has shown efficacy in the wider health-care arena. However, little is known about its effectiveness when working with adults and adolescents experiencing these issues. The purpose of this study is to conduct a scoping review on loneliness and social isolation in adult and youth populations.

A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Five databases, Web of Science, Academic Search Complete, Embase, PsycINFO and Scopus were searched for peer-reviewed literature published in English from inception to 2023.

The search yielded 2,402 articles of which (N = 12) met the inclusion criteria for this review. Peer support interventions for loneliness and social isolation are a relatively new topic of interest for academics. However, it is apparent that loneliness and social isolation cut across populations experiencing various health and social issues. More experiential research is needed to evidence the effectiveness of peer support in these areas with both adults and adolescents. Emerging areas of interest include the use of technology to deliver interventions and the use of technology to facilitate peer support implementation with populations difficult to reach.

Peer support may be a promising social intervention to help those experiencing loneliness and social isolation associated with a range of health conditions. However, further research needs to be undertaken in this emerging area of practice.

Loneliness and social isolation are of increasing concern. To the best of the authors’ knowledge, this is the first scoping review conducted in this area

Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO.

We employed semi-structured interviews with eight lecturers as participants. Data analysis included identifying keywords, transcribing and labeling responses, and sorting and categorizing the themes.

Firstly, our findings indicate that lecturers reported several benefits from conducting offline PO, such as identifying teaching weaknesses, learning new techniques of teaching, gaining motivation, and receiving peer feedback. Participants also agreed that synchronous online PO is feasible and may offer greater benefits, especially with the shift to online teaching. Finally, the interview data highlighted potential areas for observation in synchronous online settings, including both pedagogical and technological aspects.

Firstly, our study did not explore the potential and focus areas of synchronous online PO based on lecturers' actual experiences. Instead, we derived these potential and focuses from their experiences with offline PO. Secondly, the potential observation areas have not been validated.

This study aims to contribute to the existing literature by exploring the potential of synchronous online PO and identifying key aspects for observation. Furthermore, in terms of practical implications, our findings may serve as a basis for developing validated guidelines for synchronous online PO, involving more practitioners. Additionally, lecturers and higher education institutions can consider implementing synchronous online PO to enhance teaching quality.

Previous literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts. Additionally, identifying potential areas for observation in synchronous online PO remains a concern.

Multimodal writing portfolios were introduced and integrated into an undergraduate course and a graduate course in a research-oriented university in northwest Taiwan. This study aims to examine the influence of multimodal writing portfolios of novice researchers' academic writing.

Comparative case studies involve collecting data from several cases and analyzing the similarities, differences and patterns across cases (Merriam, 2009). To address this underdeveloped area of research, a comparative case study method was employed to understand undergraduate and graduate students' multimodal writing portfolios in academic writing in two courses in Taiwan.

First, multimodal writing portfolios enabled novice researchers to be more familiar with the structure of academic paper and they had better performance in intrapersonal and linguistic aspects. Second, novice researchers held positive attitude toward multimodal writing portfolios because they regarded process of making multimodal writing portfolios as preparation for their future academic writing. Finally, participants highly valued the class PowerPoint slides, weekly writing tasks and the instructor's modeling as effective facilitation for making multimodal writing portfolios.

Limited studies focus on multimodal writing portfolios (e.g. Silver, 2019). The present case study explores the integration of a multimodal writing portfolio into one undergraduate and one graduate course to explore learners' attitude and performance in academic writing.

Novice researchers can learn to compose multimodal academic texts for the academic writing community.

Suggestions on effective integration of multimodal writing portfolios into academic writing instruction were provided based on the research findings.

The findings of the study provide the field of L2 writing with insights into the pedagogical development of multilingual writing portfolios and help educators to be better prepared for teaching novice researchers to comprehend and compose multimodal texts and enter the academic writing community. The framework in Figure 1 and suggestions on course designs for academic writing can inform educators on the integration of multimodality in academic discourse. Moreover, this study moves beyond general writing courses at the tertiary level and could contribute to L2 writers' deeper understanding of how multimodal writing portfolios can be constructed.

This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning.

The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use.

The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes.

This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Pedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical leadership scale (PLS).

Two distinct approaches (inductive and deductive) were utilized. First, a review of the literature was conducted, and then qualitative data were collected through interviews, and their responses were categorized into 40 items. These items were thematized using exploratory factor analysis (EFA) by involving 300 participants. To examine the fitness of the scale, the researchers conducted a confirmatory factor analysis (CFA) with 470 participants.

EFA discovered a total variance of 64.766% for four factors. In CFA, RMSEA, NFI, RFI, NNFI, CFI, GFI and AGFI values were accepted. The highest correlation was found among constructs of PL. Path analysis revealed PL affected social, professional, intellectual and academic capitals. The correlations between the PLS and psychological empowerment demonstrated the theoretically predicted relationships with these variables. Thus, with the initial evidence of a valid and reliable PLS, a pool of 32 items under 4 factors (social, academic, professional and intellectual capital) were developed.

Despite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.

This study aims to report on the feasibility, acceptability and outcomes of a peer support program designed to promote social participation for adults with serious mental illness (SMI) in China.

The authors used a community-based participatory research approach to adapt and test a six-month, culturally responsive peer program with 68 participants. Peer supporters were trained and supervised in Guangzhou, China. Peer workers were hired via a competitive process and completed both classroom and field training. Study participants were offered individual and group socialization activities. Participants completed measures on recovery, quality of life, functioning and symptoms at three time points (pre-, post- and follow-up).

Nearly 90% of participants expressed satisfaction with their peer supporters and the frequency of services. Findings showed a significant increasing trend for the social relationships domain of quality of life from baseline to follow-up. Female participants reported significantly increased recovery from pre to post and increased psychological quality of life pre-follow-up as compared to their male counterparts. Supervision logs documented positive gains from participants such as increased help-seeking, improved social skills, enhanced emotion regulation and self-confidence and established routine, alongside challenges like inconsistent engagement, low service incentives and an overreliance on social workers. Peer supporters also reported concerns about their own lack of skills and in navigating relationships between participants and their family members.

Peer interventions have been well studied in Western countries but underexplored in China. This research addresses this gap by presenting a peer program aimed at enhancing the social participation of Chinese with SMI.

This qualitative case study explores the challenges that architecture students encounter in grasping the concept of fair PA. The study also delves into the students' viewpoints on this matter and the strategies they utilize to navigate it.

Around 29 architecture students took part in the PA process. Data was gathered by observing PA sessions and conducting interviews with students. The data was then analyzed using the thematic method.

The study uncovers fairness challenges from the perspective of architecture students, such as concerns regarding collusion, power dynamics within friend groups, limitations of participatory culture, and overwhelming responsibility. The study suggests that a multistage PA process can be an effective approach to addressing fairness challenges. Furthermore, it sheds light on the obstacles that architecture students face in comprehending fairness and their viewpoints and tactics regarding fairness during PA.

The findings indicate that increasing students' engagement in learning activities during the critique and assessment process in the DS can enhance their understanding of fairness in PA and boost their satisfaction with final course grades.

This study investigates the relationship between architecture students' engagement and assessment fairness, by focusing on the role of perceived fair PA within design studio settings.