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Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual teacher professional development (VTPD) sessions during the COVID-19 pandemic. This study aimed to focus on capturing participants’ emotional closeness or distance while they were engaging in VTPD.

This study employed narrative inquiry by exploring three-dimensional narrative inquiry space: temporality, personal-social interaction and place (Clandinin and Connelly, 2000). Following this step, the participants were interviewed online through Zoom meetings and WhatsApp to capture critical incidents of their emotional experience. All collected data were transcribed, and some data from Bahasa Indonesia were translated into English. Member checking was also done several times to ensure the accuracy of the data as well as to avoid misinterpretation. The data were analysed inductively to generate coding categories using systemic functional linguistics (SFL) language appraisal (Martin and White, 2007) and emotional geography parameter (Hargreaves, 2001b).

The findings of the study revealed that both participants experienced greater positive feeling than negative ones. The participants experienced positive feelings such as seriousness, happiness, successfulness and satisfaction. They also experienced negative feelings such as insecurity, unhappiness, dissatisfaction and impatience. Such positive and negative feelings create closeness and distance among participants, mentor and workshop organiser. This study indicates that maintaining positive feelings is a passport to succeed in VTPD.

The study has two limitations. First, its findings cannot be overgeneralised since the analysis was restricted to data gathered from a small number of participants. Second, the scope of investigation was limited in virtual situations.

The present study empirically showed that faculty members need to engage in constructing or maintaining positive emotional bond with the mentor and other participants and create conducive situations to understand their own and others’ emotions (Mayer, 2011). Practically, a mentor in VTPD may ask faculty members to voice and share their emotional experience as an evaluation tool to make VTPD programmes more successful. Future participants can benefit from these findings by engaging in emotional understanding and building a conducive situation during VTPD to develop their academic competence, agency and identity.

While previous research into VTPD in the context of higher education mainly focused on designs, attention to pedagogy of online teacher learning environments, trends toward innovation in teacher collaboration and communities of practice in online settings, the present study specifically looked into how participants emotionally engaged in VTPD, which is inevitably linked to physical, moral, sociocultural, professional and political geographies.

This study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support.

A quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022.

Respondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology.

These findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments.

To the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.

This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.

The study employed a multiple-case study approach of two Black women leadership coaches.

The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.

Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.

The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.

Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.

Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.

The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.

The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.

This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.

This research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.

Hybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.

The data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.

The research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.

This research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.

This study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.

The aim of this empirical research is to define blended learning (BL) in the context of tourism education and discuss its effectiveness in learning and, upon completion, the employability of graduates in due cause.

The qualitative research consists of 22 in-depth interviews with experts from the tourism industry and graduates. The sampling method was purposive (judgmental), and open-ended questions were asked in order to encourage the interviewee to be expressive and to share their views and opinions on what the impact of the BL program has been.

The study found that the most significant obstacles were a lack of funding, a lack of cooperation from the local and various levels of government and a lack of knowledge about sustainable tourism product development among local residents.

During the COVID-19 pandemic, the majority of the tourism schools and university departments have developed a combination of mixed learning to include online, classroom and sector experience, which can be summarized as BL. This research suggests that BL has provided for a blend of skills and, as a result, employable graduates.

This study aims to explore the perceptions of accountancy students on the use of technology, blended learning and flipped classroom in two emerging UK higher education institutions (HEIs).

The primary data for the study were collected using a questionnaire survey and descriptively analysed.

The findings revealed that there is some use of technology in terms of the Blackboard and PowerPoint presentations but blogs and wikis have very limited use. An aspect that does not seem to be integrated fully yet is the use of blended technology and a flipped classroom.

The study findings offer a picture of how technology, blended learning and the flipped classroom technique were utilised with accountancy students prior to the coronavirus disease 2019 (COVID-19) pandemic. This information is valuable for accounting educators and by extension to other aspects of business studies disciplines in providing a comparison between the pre-COVID-19 scenario and the current one and thus enabling an evaluation of advancement in the application of these teaching strategies as a result of the pressure imposed by social distancing. Such intelligence will facilitate the identification of areas where enhancing learning outcomes has been possible and point to opportunities for improved student experience.

Where COVID-19 brought about significant structural change in teaching and learning in the HE environment, this study represents a pre-COVID-19 consideration of student perceptions on blended learning and flipped classroom. This study thus has the potential to anchor future relevant studies that consider the post-COVID-19 environment.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.

Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0.

The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach.

The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education.

This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment.

This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.