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The aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of doctoral-level students.

Eight valid and reliable pre-and post-assessment inventories were administered prior to the first week of class and following the completion of the doctoral-level class. The test scores were measured for improvement and for differences between various demographic groups.

The results suggest significant improvement on almost every mindfulness subscale with approximately 5–22% of the variance in subscale scores attributed to participation. Doctoral students over 40 indicated more score improvement than students under 40, and doctoral students of color indicated more significant score increases than White students.

The research involves doctoral-level students which limits generalizability to other levels of education. Based on the findings, scaling analysis should be conducted on other types of students for generalization purposes.

Institutions looking to incorporate wellness practices into curriculum can embed these types of practices into their course design.

Faculty can become more intentional in how they engage students in mindful compassion skills within their academic programs.

The paper adds a quantitative study into the literature surrounding efficacy of wellness practices in structured curriculum. Institutions looking to provide more resources to students to improve their wellness may find the model useful on their campuses, particularly for students over 40 and students of color.

Kahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.

Sections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.

Kahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.

To foster student engagement, instructors should consider incorporating game-based learning in their courses.

This study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.

In the light of the core pedagogical ideas, theoretical framework and methodology of the MaCE project, this chapter will discuss implications and options for working with young people in higher education. A core finding in MaCE points to the fact that the participatory approach is very fruitful for working with young people, in order to enhance their feeling of belonging and commitment in the educational system. From educational research, we know that the dropout rate is high in the students' first year of higher education. Therefore, we consider it important to build a solid foundation of trust and well-defined expectations among students and teachers, starting the very day they pass the doorstep of higher education. When applying such inclusive strategies, it becomes possible to collaborate with students as co-researchers in a socio-cultural learning environment. From the MaCE research, we learned that students thrive when academic hierarchies are toned down, making mutual reflections and partaking in discussion accessible for all students. A participatory pedagogy that involves students and builds relations empowers students' sense of meaning and belonging, making them more engaged and thus help decrease dropout rates in higher education. This points to the importance of strong relations and sufficient time for counselling and tutoring.

This paper is a discussion of a team‐taught interdisciplinary course that was designed to provide cohesion between the 12 departments that participate in the environmental studies major at Salisbury University. This course provides a model for addressing several positive and negative tendencies at work in interdisciplinary programs, and provides students with a first‐hand experience in how multiple disciplines can work together to provide a more developed picture of a particular field or interest. This paper presents a discussion of the teaching experiences of faculty involved in the environmental studies course for two years. A framework for the development of such courses is included, as well as a discussion of the agreements and disagreements that can arise when students and faculty work within an interdisciplinary context.

This study aims to examine the impact of gamification on the five dimensions of meaningful learning (i.e. cooperative, active, authentic, constructive and intentional learning) and undergraduate student performance taking online lessons.

Therefore, the authors conducted an experiment among undergraduate students taking online classes at the Mechanical and Electrical Engineering School at a public university during the COVID-19 pandemic. The experiment included one control and two observation groups using gamification (Golden Points). Qualitative and quantitative analyses were performed.

Results showed that gamification significantly affects meaningful learning and impacts student performance in online courses.

This study was limited to a single topic in a six-month course at a public university. Additional research is required to continue examining the impact of gamification in higher education institutions with different format courses and in other organisational sectors.

The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.

Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.

The findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.

The aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.

This is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.

This research aimed to identify the levels of stress students experience, the different sources that generate them and the relationship between the stress levels and the students' gender.

A mixed-methods design was used, focusing on the quantitative stage. The qualitative section was designed to obtain supporting information. 86 Ecuadorian undergraduate polytechnic students enrolled in an English course took part in this study. Quantitative data are obtained using the Telecollaborative Foreign Language Anxiety Scale (T-FLAS), while online interviews supply insight from students.

The present research identified four types of anxiety related to emergency remote teaching (ERT). Communication anxiety is one of them that has also been found in regular foreign language classes (Horowitz et al., 1986). However, the actual contribution is regarding the other three sources of ERT-related anxiety: Online interaction anxiety, ERT anxiety and technology anxiety. Also, it was identified that girls experience higher anixety levels than men do.

A limitation of this study is the T-FLAS, a tool that has not been widely used. However, as Fondo and Jacobetty (2020) reported, other papers have made use of this novel tool. Another limitation to this research is the number of participants; although it is not very small, it might not be considered large enough for generalization purposes. Also, this study was limited by its scope, which only looked at the relationship between the students' genders and anxiety levels.

First, this researcher recommends that language departments use the survey at the beginning of each semester. That way, there will be a clear idea of the sources of anxiety students are experiencing, and measures can be taken to lower those anxiety-causing factors. Also, this study shows students experiencing a high level of anxiety when they are required to interact with their peers using a foreign language. Thus, supplying practice through guided discussions and role-plays should allow learners to reduce their anxiety levels and perform better during these kinds of exchanges in the short term.

Another issue reported by this study is the feelings of uneasiness when turning cameras on to do an exercise or taking quizzes and exams, as learners feel like their classmates and teachers are invading their homes. It is recommended that the Student Welfare Department of the educational institutions deal with this and other issues. They can design intervention, relaxation and yoga programs for students who are feeling anxious to help them lower those feeling and allow them to have better interactions in class during these times of remote learning.

This paper's originality lies in the fact that it looks at anxiety from the point of view of the COVID-19 pandemic and the move it had to be made to the digital realm. It identifies three factors that are new and related 100% to emergency remote teaching–learning. It is also valuable as it is looking at data emerging for a South American country, as data are scarce from this continent and especially from Ecuador.

The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).

The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.

The findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.

Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.

The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

Defined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981, 2004), this paper departs from previous work on historical empathy by conceiving empathy as dialogically mediated by sociocultural and narrative perceptions.

This hermeneutic phenomenology explores eight adolescents' engagements with primary sources from the Second World War.

This study reveals the power of empathy to draw the students into the past and to investigate sources. Alternately, the students struggled with fanciful elaborations and overidentifications with historical figures.

Cultivating wise judgments begins with accepting the inherent link between students' historicity and historical empathy and then teaching students to wisely interpret.

This study broadens historical empathy's framework to include Ricoeur's hermeneutic philosophies of narrative and history.

This research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examined student work, conducted observations and listened as the participants engaged in critical discussions about race and racism.

Way to Go (WTG) is a K-12 public charter school located in an urban mid-size city in Florida, with a 100% Black student population; all WTG students receive scholarships and free lunch. The 15 participants in this study self-identified as African American fifth-grade students. The authors conducted a qualitative research study that included 13 observations, an analysis of five student work samples and a focus group interview with seven students. They used interpretative phenomenology to gather African American fifth-grade students' experiences and their interpretations of these experiences (Moustakas, 1994) while acquiring information about Black history.

The themes that emerged are it's time to go, unsung heroes and Black history is exciting. In the first theme, they learned why Blacks migrated from the South to northern cities and understood why it was time for them to go. Next, they explored the history of unsung Blacks who inspired them to think about a variety of careers to pursue. Finally, they were excited to learn Black history because they understood the importance of learning this history in order to grapple with current events, and they recognized that knowledge of this history would improve their self-worth and life choices.

WTG charter school exemplifies what schools should attain for regarding the teaching of Black history. Since elementary school provides the foundation for learning, it is the best time to teach African American students about self-esteem and what it means to be proud of their Blackness. The fifth-graders in this study exemplified how African American students take pride in their history and have a positive sense of self-worth when taught Black history. Black history lessons and activities such as the ones utilized in WTG school will benefit African American students and contribute to their success as students.