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The 2013 curriculum mandates the importance of collaborative learning designed to educate students to be more productive, creative, and innovative with a high level of affective skills. Collaborative learning can be manifested in the form of a textbook. This research is aimed at developing an accounting textbook in accordance with the mandate of the 2013 curriculum. The selected model is IDI which consists of three main phases: defining, developing and evaluating. The methods chosen are interview, observation, and document review which are analyzed qualitatively. The research was conducted in 4 senior high schools in Malang. The finding shows that at defining phase, there is a need to develop an accounting textbooks using collaborative learning and corresponding to the new accounting standards, namely IFRS. Therefore, at the developmental phase, we construct a prototype book ready to be evaluated. The result of evaluation phase shows that the textbook is valid on the overall aspects including the content, the presentation, the graphic, and the language, with an average percentage of 93.7%.

As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper discusses results of a small-scale study looking into how a group of language learners view and use e-textbooks as learning tools in ESL classrooms. The paper concludes by offering teaching implications that could ease integrating e-textbooks in language classrooms in a more effective and efficient manner.

Today’s digital and mobile learning environment has contributed to the increased availability of and interest in e-textbooks, and many school systems are conducting trials to evaluate their effectiveness. The purpose of this paper is to identify and analyze instructors’ levels of use (LoU) of e-textbook features and innovations at a southeastern US community college. This study also evaluated the effectiveness of e-textbooks compared to paper textbooks on student achievement during a pilot period of e-textbook implementation.

Using a survey research design, the LoU of the Innovation framework was applied to identify and analyze instructors’ LoU rankings for eight e-textbook features. The study also used historical data on student demographics and final course grades to evaluate student achievement between text formats. Descriptive and inferential statistics were used to answer the research questions.

Results showed that e-textbook features were used at a low to non-existent level by instructors and that there was no significant difference in grade average between text formats among students. However, interactions between text format, age and gender were found.

This study added to the body of knowledge regarding e-textbook efficacy. While many studies stop with the conclusion that there is no difference in student outcomes between text formats, this study addressed a gap in literature on how to improve student performance with e-textbook technology by using the LoU of an innovation framework.

This research clarifies the birth and evolution of “Social Study” in Myanmar through analyzing the differences of contents and approaches between “Social Studies” under the military administration and that under the recent democratic administration.

The author obtained “Social Studies” textbooks that were used both in the past as well as in present day and translated them into English. The textbooks’ contents were analyzed in detail while referring Japanese and American “Social Studies” textbooks. Specifically, the author focused on the content structure of the textbooks and the learning objectives and approaches used. Each textbook was analyzed in accordance with the era in which they were used considering the social and political conditions at those times. In addition, the author clarified the necessary competencies for the people of Myanmar during the new era through discussions with many Myanmar educators. Based on this research, the author advised the Ministry of Education on the content of new “Social Studies” textbooks and supported their development.

The idea of child-centered education introduced under the military administration was further strengthened in the recent new “Social Studies” textbooks allowing students to learn by tapping into their interests and also encouraging deep thinking and creativity. This approach changed their learning from memorization without deep thinking in the past to contemplating things and creating new ideas.

The findings can provide curriculum developers and educators in other countries with a broad direction on how to reform “Social Studies” and related subjects curricula and textbooks in their own countries in the future.

Leadership educators face unique challenges in identifying relevant reading materials for their courses. This paper explores the utility of course packs as a tool to address the limitations of traditional textbooks. We describe the process of development for designing a course pack for an undergraduate Leadership Education course. Following this, beneficial outcomes and limitations of course packs are identified and strategies for overcoming the limitations are presented. The paper concludes with reflections of faculty that have implemented a course pack along with recommendations for implementation.

With the development of social network services (SNS) on the Internet, the world has gained access to vast amounts of information resources, allowing people to carefully research and select what they need and want to share with others. The main idea behind open educational resources (OER) is providing freely accessible and openly licensed documents, which fits well with the online learning system using SNS. However, the gap between higher education and social network media in relation to shared activities and OER use remains a challenge. The main reason for this is that teachers lack knowledge of mutual assistance and the skills to use OER. Teachers are dissatisfied with having to use others' resources, which indicates that the problem lies in teachers' psychological conflicts and technical capabilities. Our learning platform, Creative Higher Education with Learning Objects (CHiLO), is based on e-textbooks and aims to develop a flexible learning environment. The CHiLO e-textbooks were developed with a completely new design that considered large-scale online courses, such as open online courses. The core component of CHiLO is the CHiLO Book, which is created in EPUB3 format and has media-rich contents, including graphics, animations, audios and embedded videos. Our set of experimental outcomes shows that CHiLO, which includes not only Web services but also e-textbooks, is easy for teachers to handle.

Purpose – The purpose of this study focuses on the reconstruction of Aceh culture as a learning discourse of Acehnese language towards elementary school students. The author also wants to see more closely the process of learning the language of Aceh in elementary school as a part of the reconstruction of local culture of Aceh.

Design/Methodology – This research is a qualitative research by using critical discourse analysis. The data source of this research is the textbook of Aceh language class 2 of elementary school. Data collection was done using documentation techniques and validity analysis the opinion of Ibn Hamad (2012), namely holistic, historical situatedness, and theory was referred.

Findings – The results show that Aceh’s cultural identity depicted in textbooks includes both religious and social-humanist identities.

Originality/Value – This study is the first in terms of reviewing and analyzing a text in an textbook in elementary.

The socialist political economy with Chinese characteristics is a systematic economic discipline, which theoretically summarises the socialist economic system and the path of economic development with Chinese characteristics. It is a systematic economic theory of adapting Marxism to the Chinese context. The theoretical system construction for the discipline of socialist political economy with Chinese characteristics is currently a major task.

From the perspective of disciplinary cognition, the theoretical system of the discipline of socialist political economy with Chinese characteristics includes the disciplinary attributes and connotations, theoretical basis, the origin of thoughts, major principles, logical starting point, main logic and problem-based study of major theoretical and practical issues.

Developing the discipline and building the theoretical system of the socialist political economy with Chinese characteristics, several major principles should be adhered to, including building the socialist political economy with Chinese characteristics on the basis of historical materialism; building the theoretical paradigm of socialist political economy with Chinese characteristics around the analysis of production relations; adhering to the people-centred principle; taking common prosperity as the main logic of the socialist political economy with Chinese characteristics; studying the major theoretical and practical issues of building the socialism with Chinese characteristics in the new era based on problems; and reflecting the innovative development of the discipline in the textbook, The Socialist Political Economy with Chinese Characteristics.

Disciplinary cognition involves the connotations, attributes, mission and development path of the discipline, which is related to how to construct the discipline system and is a significant part of the disciplinary construction.

This paper aims to provide an evaluation of the new education system, based on Life Skills and Citizenship Education (LSCE), in Egyptian primary schools. This study analyzes how effective could be the implementation of LSCE in the process of constructing active democratic citizens, in particular, in the case of Egypt, highlighting problems facing the new education approach.

The study methodologies are twofold; the content analysis of the primary one new curriculum “Discover”, to assess the curriculum's strengths and weakness; and the questionnaire to the primary six students, to investigate the relationship among the twelve life skills.

Content analysis of the textbook shows that the learning process based on LSCE is appropriate for the construction of active citizens. The textbook provides Egyptian children with the necessary opportunities to learn and create, through creative participatory methods. The relationship between the social dimension and other dimensions has been proven by means of the chi-square test. The relationship between participation and the two approximately absent skills “resilience and empathy” has been clarified as both are strongly interrelated with participation. The results illuminate a strong relationship between participation and the remaining life skills.

More questionnaires are needed to assess the grade of life skills achievement among students in grade one and two, as it is regarded one of the limitations of the present study, owing to the complicated procedures and the limited time.

The research suggests the formulation of wider project-based activities to be included in the textbooks of all the primary grades. In this regard, real contribution with NGOs and local governments shall be developed to facilitate the involvement of children in actual projects, in accordance with their ages, and to encourage students to participate, as they notice the efficient results of their contribution.

The research stresses on the importance of enhancing participation, as it is proven through the chi-square test that it is strongly related to other skills.

The scarcity of analytical studies to evaluate the effectiveness of citizenship education programs on children, after the application of the new Egyptian education system.

Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.