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This paper aims to explore the effect of teacher–student collaboration on academic innovation in universities in different stages of collaboration.

Based on collaboration life cycle, this paper divided teacher–student collaboration into initial, growth and mature stages to explore how teacher–student collaboration affects academic innovation.

Collecting data from National Science Foundation of China, the empirical analysis found that collaboration increases the publication of local (Chinese) papers at all stages. However, teacher–student collaboration did not significantly improve the publication of international (English) papers in the initial stage. In the growth stage, teacher–student collaboration has a U-shaped effect on publishing English papers, while its relationship is positive in the mature stage.

The results offer suggestions for teachers and students to choose suitable partners and also provide some implications for improving academic innovation.

This paper constructed a model in which the effect of teacher–student collaboration on academic innovation in universities was established.

The ever-demanding role of employees in the hospitality sector stimulates job crafting. This study examines the relationship between inclusive leadership and job-crafting dimensions under the mediating role of work engagement through the lens of conservation of resources (COR) theory. It also aims to analyse the boundary condition of job autonomy between inclusive leadership and work engagement.

The data were collected in 3-time lags from 319 front-line workers in the hospitality sector. The adopted and adapted questionnaires were executed through a deductive approach and an applied research method. The data were analysed through SmartPLS by applying the structural equation modelling (SEM) technique.

This study provides evidence for a predictive relationship between inclusive leadership and job-crafting dimensions under the mediating psychological mechanism of work engagement. Additionally, the moderating role of job autonomy is established in the unique context of the hospitality sector of an underdeveloped country, Pakistan.

Services-based organisations need to endure the inclusive leadership style by establishing work engagement practices. Engaged employees result in better job-crafting behaviours through better training and subsequent performance.

This study established that work engagement and job autonomy are imperative forces that impact the relationship between inclusive leadership and job-crafting dimensions. The research study has time-lagged data and conveys meaningful theoretical and practical implications.

The marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.

A qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.

Chinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.

This study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.

This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.

The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.

Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.

Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.

The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.

The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).

The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.

Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.

Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.

The purpose of this paper is threefold: first, to examine the influence of the quality of online classes on student satisfaction and student loyalty; second, to explore the mediating role of student participation between online classes and student satisfaction; third, to examine the mediating role of student satisfaction between online classes and student loyalty.

The primary data is collected from the postgraduate students in Jammu and Kashmir, India. A descriptive research design was applied to collect the primary data via Google questionnaire with the COVID-19 pandemic in mind to maintain social distance.

The result reveals that online classes and student participation positively affect student satisfaction. Student participation is a partial mediator between online classes and student satisfaction, with 0.393 Variance Accounted For (VAF). In comparison, it is a full mediator between online classes and student loyalty with 0.96 VAF.

The current study was restricted to postgraduate students, while future research could include research scholars, graduate students, and others. Only government institutions in Jammu and Kashmir were employed for the present study. The study may eventually be expanded to include private universities and more states.

The suggested approach can help teachers, students, policymakers and administrators. The study emphasizes the crucial elements of student engagement and happiness, which must be prioritized to improve online teaching and learning effectiveness and win over students' loyalty.

The study tested the conceptual framework of an integrated approach connecting online classes, student participation, student satisfaction and student loyalty. The study was conducted during the COVID-19 pandemic lockdown period, as it was the need of the hour to come out of such a crisis in the future. The present study can also provide a roadmap for transformation from physical to virtual classrooms.

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).

This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.

Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.

While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.

The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).

This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).

In an effort to position higher education institutions to survive in this fiercely competitive environment, the paper aims to identify the direct and indirect relationships between higher education institutional positioning and exogenous factors (student engagement, employability, technology adaptation, teaching quality, and moral values).

A cross-sectional data was collected from 1,015 students studying in the pre-final year of graduation or post-graduate course/program from various educational institutions that were shortlisted based on the Indian NAAC and NIRF rankings. Thereafter, robust assessment criteria of PLS-SEM were used for model assessment and computation of results.

The findings revealed that to develop the greatest platform for upcoming young talent, higher educational institutional positioning ought to be addressed as a priority, which in turn will result in better living standards for upcoming generations.

Framing strategies for urban students can never match those living in rural areas, as they are deprived of money due to their level of upbringing from childhood, which creates a high difference in the psychological mindset of students while choosing a career path.

The higher positioning of educational institutions clearly reflects the authentic learning environment, with professionalism leading to better student engagement with best industry practice.

Research novelty is highlighted as a more focused and streamlined approach to students’ career development and institution branding by reanalyzing and grouping various concepts of institutional positioning into a single model.

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.