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This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

Post-pandemic sovereign authorities in several economies have nudged primary education institutions to adopt platform-based teaching. The shift to platform technology attempts to ensure continuity in the teaching–learning process. In the context of predominantly digitally mediated teaching process, this shift may exacerbate disparities and social injustice by limiting access to primary education in resource-constrained developing economies. The purpose of this study is to explore the efficacy of such a digital framework provided by government and private partners and the challenges faced by the teachers in absence of proper scaffolding.

Using an integrative theoretical framework that is composed of capability theory, technology adoption theories and the scaffolding framework, this paper analyses the challenges faced by primary school teachers when adapting to platform-based teaching. Social media analytics along with text analytics using Natural Language Processing and latent Dirichlet allocation-based topic modelling approach to extract latent topics or themes used by users during their tweets related to e-teaching.

The findings of this study highlight that adopting a platform-based and hybrid approach improves access to education and flexibility and highlights the importance of scaffolds in achieving desired learning outcomes. EdTech companies can play a significant role through private-public partnership models to offer technical scaffold. Collaborative efforts between educational institutions and EdTech service providers are essential for ensuring the long-term sustainability of platform-based teaching and learning.

After the pandemic, there has been no published literature available which examined the role of scaffolds and EdTech companies in ensuring digital ecosystem for better teaching–learning outcome through platforms.

The study investigates the information-related challenges as well as the practices adopted by early-career researchers during transitions between roles and institutions. Its primary goal is to delve into how information behaviors serve as scaffolding during significant life shifts. Moreover, the research aims to provide actionable insights based on this scaffolding concept for individuals navigating transitions.

This preliminary and exploratory study took a phenomenological approach to examine the role of information seeking and personal information management (PIM) behaviors during life transitions. In-depth semi-structured interviews were held with 15 early-career researchers from various disciplines, who were about to finish their PhDs or had recently graduated.

By employing information seeking and PIM practices, participants were able to address three main information challenges that arose during the transition process: the timing of information behavior, the nature of information and the social components of the transition. The use of networked and independent information seeking/validation practices enabled to establish a sustainable network of transition-related information, reducing uncertainty. PIM practices helped planning the transition, maintaining information over the long-term and gaining control over personal information.

This study underscores the significance of information behaviors, encompassing both information seeking and PIM, as scaffolding mechanisms during crucial life transitions. It offers essential insights that can guide the creation of impactful interventions and resources. Additionally, the research illuminates the pressing demand for more in-depth exploration in this domain.

This paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.

Semi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data.

The study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints.

The instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers.

This study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.

The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning.

The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically.

Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice.

The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.

Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL).

This paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project.

WIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture.

Practitioner use of applying problem-solving models for work-integrated curriculum planning.

We present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.

This paper aims to critically review the intersection of searching and learning among children in the context of voice-based conversational agents (VCAs). This study presents the opportunities and challenges around reconfiguring current VCAs for children to facilitate human learning, generate diverse data to empower VCAs, and assess children’s learning from voice search interactions.

The scope of this paper includes children’s use of VCAs for learning purposes with an emphasis on conceptualizing their VCA use from search as learning perspectives. This study selects representative works from three areas of literature: children’s perceptions of digital devices, children’s learning and searching, and children’s search as learning. This study also includes conceptual papers and empirical studies focusing on children from 3 to 11 because this age spectrum covers a vital transitional phase in children’s ability to understand and use VCAs.

This study proposes the concept of child-centered voice search systems and provides design recommendations for imbuing contextual information, providing communication breakdown repair strategies, scaffolding information interactions, integrating emotional intelligence, and providing explicit feedback. This study presents future research directions for longitudinal and observational studies with more culturally diverse child participants.

This paper makes important contributions to the field of information and learning sciences and children’s searching as learning by proposing a new perspective where current VCAs are reconfigured as conversational voice search systems to enhance children’s learning.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

Metadiscourse is an important dialogue technique used in productive knowledge building to help a group evaluate and advance their knowledge progress. Previous studies have identified and defined various types of metadiscourse. However, there is scant knowledge about how different metadiscourse types emerge among different groups or what implicit correlations lie between progressive discourse and metadiscourse. Moreover, research on how different types of metadiscourse influence groups' knowledge advancement and artifacts is still inadequate. Therefore, this study aims to further examine the roles that different types of metadiscourse play in the collaborative knowledge building community on both a fine-grained (i.e. progressive discourse) and coarse-grained (i.e. group knowledge advancement and group artifacts) level.

Data for this study are drawn from the behaviour of undergraduate students participating in a 12-week course at a key university in China. On the fine-grained level, epistemic network analysis (ENA) is applied to illustrate how metadiscourse promotes the development of progressive discourse. On the coarse-grained level, two different chi-square tests are conducted to examine the roles of different types of metadiscourse in groups' knowledge advancement and artifacts.

The analysis allowed several conclusions to be drawn. First, the types of metadiscourse that students most often adopted were reflecting on ideas development (RD) and commenting on ideas (CI); they less frequently adopted setting group goals (SG) and making group plans (MP). Second, most types of metadiscourse correlated with developments in progressive discourse, particularly RD and CI. Third, the metadiscourse types RD, CI and coordinating group efforts (CE) played essential roles in knowledge advancement. Fourth, higher-quality artifacts could be created by using the metadiscourse type reviewing the state of knowledge building progress (RP).

A more profound comprehension of the role that metadiscourse plays in the collaborative knowledge building community not only contributes to the literature in the knowledge building field but also carries a significant meaning in regulating community, promoting learner agency and sustained knowledge, and consequently improving collaborative learning performance.

The purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three partially complete games (broken games).

The data for this study consist of transcripts of five playfixing sessions with a total of 16 participants. Each session focused on one of three games. The authors used Winn’s (2009) design-play-experience framework to analyze features of each game that might relate to differences in design thinking. Next, the authors coded each playfixing session’s transcript to identify patterns of design thinking. Finally, these findings were used to make conjectures about how design features and flaws might encourage particular forms of design thinking.

The findings indicate how playfixing tabletop games with varied levels of complexity, playability and rule definition lead to different patterns of design thinking.

This is a first step toward understanding how the constraints associated with various elements of broken games might direct participants toward desired modes of design thinking and more broadly, contributes to the literature on the educational uses of game making.