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Alexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education.

This content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas.

Alexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education.

The study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India.

Alexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.

Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.

In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.

The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.

The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.

To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.

The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.

Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

Although there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities and resources regardless of socio-economic status or gender differences. Students coming from disadvantaged backgrounds do not have enough tools to change their fate for the better due to the accumulated barriers they face. Given this background, the chapter discusses how the barriers to equitable HE admissions relate to each other and which one has a greater negative impact over the Accumulated Conversion Barriers Modal we propose defined by personal, discriminatory, institutional, and geographical barriers. The perspectives of Turkish and Chinese HE stakeholders were examined through 21 in-depth interviews that were subjected to content analysis and interpreted in a comparative style using the lens of Capabilities Approach of Sen. We also offer policy suggestions to increase students’ conversion capacities for better outcomes to serve both the national and the international educational contexts owing to the adaptable nature of our modal to other countries experiencing similar issues in their higher education systems.

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.

A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations.

It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work.

There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs.

Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity.

Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities.

The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

The purpose of this paper is to inform readers about the nature of talent development prior to post-secondary education; describe the obstacles that individuals face because of poverty, racism or geography; and recommend asset-based approaches that can enable more individuals to be prepared to make significant contributions to society within their domain of talent.

The methodology used was to review research from the fields of education and psychology about talent in varied domains of sport, academics and the arts, as it relates to key components (domain pathways, opportunities and psychosocial skills) of the talent development megamodel proposed by Subotnik et al. (2011).

Findings include a delineation of the challenges that many nations face in cultivating talent among its young citizens particularly related to their socioeconomic status, race and ethnicity and geography. Findings include recommendations for new approaches to identification; a substantial increase in school and community-based, domain-specific opportunities; teacher training; and deliberate cultivation of psychosocial skills that can support achievement.

This paper emphasizes the importance of focusing efforts on talent development at earlier stages, which is critical to creating pathways for marginalized youths to maximize their potential and contributions to the workplace.

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world were faced with the difficult questions of how to continue to provide training, learning and research activities to students during outbreaks, epidemics and pandemics. Online and blended learnings are relatively new modes of teaching and learning activities which enable HEIs to offer either online only or a combination of online and physical-based programs of study respectively. Adoption of such learning practices helped ensure continued HEIs operations during outbreaks, epidemics and pandemics. However, there are HEIs which still have no or limited investment in online and blended learning. This chapter outlines the different models of online and blended learning that HEIs can adopt, demystify the benefits, values and challenges posed by these models, necessary infrastructure including information and communication technologies (ICTs) as well as required staff and student support services to ensure effective and efficient uptake and usage. It further shows that with a deliberate initial investment in the necessary infrastructure, staff and student support services, the resources of and potential for online and blended programs can be enormous. It also outlines remote learning models that HEIs can adopt, how to support students’ readiness for online and blended learning, the benefits and challenges posed by employing online and blended learning in HEIs and the necessary infrastructure and support services.

The purpose of this paper is to examine students’ attitudes toward sustainable dining. It aims to identify the level of importance that students place on specific on-campus sustainable dining initiatives and the factors that affect their attitudes and behaviors.

A random sample of 197 undergraduate students completed an online survey in the spring semester of 2020. The survey was divided into four sections: demographic and background information; familiarity with on-campus dining, specifically with sustainable on-campus dining initiatives; the level of importance placed on these sustainable practices; and practiced sustainable behaviors.

Many students placed a high level of importance on common sustainable dining behaviors and practices such as recycling, waste reduction techniques and the use of eco-friendly utensils. Sex was found to be a significant factor in determining students’ attitudes and behaviors. While men had a higher level of knowledge of on-campus sustainable practices at the dining facilities, women consistently placed a higher level of importance on almost all sustainable dining practices. Additionally, the study also found that signage was not an effective method of influencing behavior.

Previous studies that have explored this topic have been limited. Additional research is needed to ascertain if better knowledge of on-campus sustainable dining initiatives can influence students’ inclinations to act more sustainably.

The purpose of this study was to explore how my gradually growing teacher knowledge has changed and shaped a new interpretation of the same interview data through those years of learning and teaching in different cultural contexts, and furthermore, to deeply understand how the shift of teacher identity impacts the comprehension of Schwab's (1973) commonplaces theories. Through the interview data, I shared students' and teachers' experiences in a new culture and lay alongside my own stories as an international student, a teacher, and a researcher. This research reveals the perceived future needs consist of teachers' higher English proficiency, more classes on professional communication skills courses, more opportunities for professional instructors' professional development, more ESL teacher assistance, scaffolded instruction within mainstream classes, and a better educational atmosphere. The investigation process itself was important but more important was whether or not the discussions and results provided useful information to the community. Having an overall outlook of commonplaces is as essential as the curriculum design. This dialectical shift caused me to investigate the balance among Schwab's commonplaces and the findings will contribute to the future developments in curriculum design as a researcher. Upon reflection, I utilized this research by investigating the equilibrium between the four common places and the current curriculum as well as comparing all the stakeholders' perspectives to the common places identified within the target curriculum.