Journal of Education, Innovation and Communication
The Journal of Education, Innovation, and Communication (JEICOM) is a biannual, fully double-blind reviewed, open-access journal, without any costs related to publication, publishing articles from all areas of education, innovation, and communication. JEICOM provides a free and open platform for academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high-quality empirical and theoretical research that is of interest not only to academic readers but also to practitioners. Aims and Scope JEICOM aims to advance scholarly and practice-informed understanding of how education, innovation, and communication interact to shape learning, organisational development, and societal transformation. The journal publishes research that contributes rigorous evidence, conceptual insight, or methodological advancement within these fields, including but not limited to teaching and learning processes, educational technologies, social pedagogy, communication practices, organisational innovation, and policy development. JEICOM prioritises studies that demonstrate clear relevance, methodological transparency, and theoretical or applied significance for both academic and professional audiences. Types of Papers JEICOM publishes original theoretical and empirical research articles, methodological papers, case studies, and book reviews. Submissions must demonstrate scholarly depth and contribute meaningfully to debates in education, communication, innovation studies, and related disciplines. Articles that offer interdisciplinary perspectives or address emerging issues in social pedagogy, educational innovation, or communication practice are particularly encouraged. JEICOM is fully open access with no fees for authors or readers; all intellectual property rights remain with the authors. The journal adheres to the Committee on Publication Ethics (COPE) Code of Conduct and maintains a clear publication ethics and malpractice statement.
Educational Transformation in Action: Insights into Leadership, Innovation, and Assessment
This editorial, entitled “Educational Transformation in Action: Insights into Leadership, Innovation, and Assessment”, introduces a set of articles featured in the June 2025 issue of the Journal of Education, Innovation and Communication, highlighting interdisciplinary research that reflects the evolving realities of global education systems. The collective insights from these studies serve not only as scholarly contributions but also as practical guidance for educators, leaders, and researchers striving to reimagine education for a rapidly changing world.
Copyright (c) 2025 Margarita Kefalaki, Fotini Diamantidaki (Author)
Cross-border collaboration to promote STEM education
This study explores cross-border collaboration within the EUTech project, an educational initiative to promote STEM among lower secondary students in the Euregion Meuse-Rhine. The EUTech Award, central to this project, involved students in a three-phase design competition rooted in design- and inquiry-based learning. To support sustainable implementation and inform future partnerships, this study investigated the collaborative dynamics within a multidisciplinary project team via the theoretical lenses of boundary crossing (interprofessional learning) and team developmental space (intraprofessional learning). Data were collected across six partner meetings via storyline methodology, which captured participants’ perceived moments of flow and friction. The results revealed that flow occurred more frequently and intensely than friction did. Flow emerged primarily from structured coordination, clear communication, and shared ownership, whereas friction arose from inconsistent information sharing, professional and cultural differences, and administrative burdens. All four boundary learning mechanisms (identification, coordination, reflection, and transformation) were observed, which developed iteratively throughout the project. The team’s developmental space initially revealed a strong performance orientation (organising, goal setting) that was increasingly complemented by sense-making activities (dialoguing, reflecting), with frictions often prompting deeper reflection and learning. The findings highlight how the integration of boundary crossing and developmental space theories offers a nuanced and holistic understanding of inter- and intraprofessional collaboration in complex, cross-boundary settings. Practical implications include fostering mutual understanding, ensuring shared ownership, and proactively addressing boundary tensions.
team developmental space, boundary crossing, cross-border collaboration, EUTech Award
Copyright (c) 2025 Dr. Dave van Breukelen, Dr. Frank Crasborn (Author)
Fostering a plurilingual curriculum: from theory to practice
This special issue is drawn out of the ‘plurilingualism in School’ day held at Collège Sévigné, in Paris, France, December 2024. A day where academics, teachers, researchers and government stakeholders came together, to discuss plurilingualism in school and articulate connections between theory and practice. The school is a pioneer in bilingual education in Paris, France and offers a bilingual curriculum with equal access to English – French. It is a rich context where teachers and students enter in constant dialogue, reflect and innovate. Content and Language Integrated Learning (CLIL) principles are at the core of Collège Sévigné’s metamorphosis into a plurilingual school nearly a decade ago. Sévigné’s higher education department (founded in 1885) and almost as old as the school itself (founded five years earlier, in 1880), makes it possible to combine innovative teaching practices with theoretical underpinnings. This makes it both a school and a place for reflexivity. Action research is active and encouraged in Collège Sévigné which enables teachers to act as researchers who constantly reflect and strive to improve their own practice. The collaborations between higher education institutions and Collège Sévigné allow for the development of a fruitful dialogue between higher education academics who are experts in their field and teachers in our school. In this way everyone benefits.
Copyright (c) 2025 Jean-Pierre de Giorgio, Piet Van de Craen, Giulia Puma, Sarah Beal (Author)
Using AI in the Bilingual Classroom to Enhance Writing Skills in Second Language Learning: A Case Study
This is a study of how AI was used in a bilingual classroom for second language learners in English to help master the skills needed at their grade level for written expression skills during the 2024-2025 school year. The study's objective is to see if AI is useful, how it is useful, and how it could be improved. We will focus our paper on the results from one grade level as a case study of 16 to 17-year-old language learners in Paris, France, in which an online AI teaching tool was used for several months by two teachers to track students’ progress. The AI program was used to help teachers with time management in a two-year program where class time had been reduced, and students showed a need for the reinforcement of basic grammar and vocabulary skills to succeed in the bilingual program. It was noted that students did improve overall on the accuracy of their basic grammar level in English, and on the precision of their analytical skills. The study found that the feedback given instantaneously to students was extremely helpful for them and for the teachers, enabling teachers to focus specifically on particular areas of need rather than broad schemes of work that would address global issues in language learning for that age group. One challenge to the students which they often protested, was that in their speed to respond before time ran out, they made spelling mistakes due to mistyping words. This would lower their grade and not be a realistic representation of their abilities. As this group of students will be passing an exam in their final year of study in 2026, it was found that honing the language skills in the first part of their two-year program; helped them better understand the methodology which in turn left them more time to focus on the in-depth analysis of the program content. For students struggling with basic language skills, the use of AI helped increase their grade point average. The main limitation noticed by teachers and students was that most students produced typed work, which did not help them practice their handwriting which would be needed the day of the exam as this was an option that would require payment. Since this project was experimental, we thought it better to have more information before committing to a subscription.
AI, Second Language Learning, Bilingualism, Written Expression Skills, English Language.
Copyright (c) 2025 Jennefer York Cole (Author)
Bilingual children’s understanding of implicit meaning in primary-school
In human communication, the comprehension of implicit meaning– i.e. the hidden elements of information necessary to achieve a precise understanding of what is meant in an utterance, is fundamental to the interlocutors' construction of a coherent representation. From a cognitive perspective, the question arises as to whether the cognitive mechanism underlying the processing of implicit meaning is language-specific or language-general. This question is of particular pertinence in the investigation of comprehension mechanisms in a non-native language. The present study addressed this issue by investigating the comprehension of implicit meaning in primary school by forty-five French monolingual and eighty-six French-English bilingual pupils aged 8 and 10. The bilingual children were presented with 24 written sentences (12 in English, 12 in French) containing presuppositions, implicatures or ironies. The monolingual children were presented with the 12 French sentences. The experimental task consisted of answering a question following each trial to ascertain whether the child had recognized and understood the implicit meaning in the target sentence. The mean percentage of correct answers indicated that, despite the bilingual children not being fluent in English, their performance levels in this language were comparable to those observed in their native language, French. Furthermore, and more surprisingly, when tested in French, their native language, bilingual children even outperform monolinguals across both age groups, especially in terms of implicature and irony understanding. Taken together, these data suggest that the cognitive mechanism underlying implicit processing may be language-general. One potential strategy that bilinguals might employ is to base their analysis on contextual cues. This would account for their particularly strong performance in both languages for implicature and irony understanding, i.e., two types of implicit processing relying on contextual analysis. The hypothesis that bilingualism improves the ability to understand implicit meaning independently of language proficiency warrants further investigation.
Bilingualism, Implicitness, Presupposition, Implicatures, Irony, Primary school
Copyright (c) 2025 Aude Laloi, Frédéric Isel, Béatrice Godart-Wendling (Author)
Translanguaging and literature: Enhancing language proficiency in the BFI classroom
The French Education system has a long history of integrating foreign curricula within its own curriculum through specific programs such as the International French Baccalaureate (BFI) (Formerly known as the OIB – International Option of the Baccalaureate). This article aims at presenting some practical ways of introducing translanguaging activities in the classroom to help students’ linguistic skills to bloom. This article seeks to bridge the gap between theory and practice by presenting real class situations where students are encouraged to use translanguaging to build and strengthen their linguistic skills in. a plurilingual context of shared quadrilingual education.
Plurilingualism, Languages, Translanguaging, Education, Interlanguaging.
Copyright (c) 2025 Sebastien Malagnoux (Author)
Emotional Engagement with Social Interactions: Exploring the Perceptions of Primary CLIL Learners
In this study, we explore the perceptions of learners and their teacher in relation to emotional engagement with social interactions in a primary Content and Language Integrated Learning (CLIL) classroom. Drawing on Philp & Duchesne’s (2016) conceptualisation of engagement and their understanding of emotional engagement, this research explores learners’ perceptions of social interactions in a CLIL classroom. Evidence suggests that some learners in CLIL contexts have negative perceptions towards learning because they do not understand the teacher or the content being taught (Barrios & Acosta-Manzano, 2020; De Smet et al., 2018; Pladevall-Ballester, 2019; Yassin et al., 2009). Recent studies exploring the emotions and engagement of CLIL learners have primarily adopted a quantitative approach to analysis which limits our understanding of the lived experiences of learners and a deeper analysis of why some learners have negative perceptions of learning in CLIL classrooms. This study seeks to shift the paradigm and adopts a qualitative approach to explore the emotional engagement of three primary-age learners and their teacher in a bilingual school in Paris. The learners share their perceptions in focus groups and Interpretive Phenomenological Analysis is employed to guide data analysis. Findings reveal that contextual factors influence emotional engagement which, in turn, impacts upon other facets of engagement. A key finding is that learners need additional linguistic scaffolding to promote positive emotional engagement with social interactions. Additionally, the use of existing linguistic resources and metalinguistic strategies in CLIL classrooms support learners’ perceptions of autonomy, mutuality and equality during interactions, facilitating positive emotional engagement. These findings raise important implications for educators and have the potential to inform future practice and enhance learning opportunities in the research setting.
Interpretative Phenomenological Analysis
Implicit Learning as a Neglected Key Concept in CLIL Learning
This contribution develops the idea that implicit learning and its influence on the brain constitute a key concept for understanding the underlying mechanisms of subject-language integration (CLIL). It thus aims to contribute to the reflection on a comprehensive theory underlying the success of the CLIL approach. It will show (i) that the way in which CLIL perceives learning has profound, even hidden, consequences on its results and (ii) which language teaching techniques should be developed to exploit this knowledge. Learning will first be briefly discussed. The concepts of explicit and implicit learning, and specifically CLIL learning, will then be examined. Its importance for brain development will then be highlighted. CLIL outcomes and their side effects will be examined with regard to the brain, aging, and dyslexia. The final sections will address the pedagogical implications of implicit learning for classroom activities, teacher training, and parent contact. This theoretical contribution draws on the findings of more than twenty years of research and experience, primarily in Belgian CLIL schools.
CLIL-implicit learning-the brain-dyslexia
Copyright (c) 2025 Piet Van de Craen (Author)
The role of supportive leadership style in enhancing job performance: a quantitative study of secondary school teachers in Pakistan
Secondary school teachers in Pakistan face significant occupational stressors that can impair their job performance, particularly excessive workload and emotional exhaustion. While supportive leadership has been identified as a potential buffer against workplace stressors, its effectiveness in the Pakistani educational context remains understudied. Drawing on Job-Demands-Resources (JD-R) theory, this study investigated the relationships between workload, emotional exhaustion, and job performance among public sector secondary school teachers, and examined whether supportive leadership style moderates these relationships. Data were collected through a pen-and-paper survey of 274 teachers from public secondary schools in Pakistan. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis revealed that workload negatively impacts teachers' job performance and is positively associated with emotional exhaustion. Contrary to theoretical expectations, the findings indicate that principals' supportive leadership style neither moderates the relationship between workload and emotional exhaustion nor influences teachers' job performance. These results contribute to our understanding of the limitations of supportive leadership in resource-constrained educational settings and suggest the need for systemic interventions beyond leadership style to address teacher workplace stress.
Copyright (c) 2025 Sadaf Saeed, Patricia Olmos Rueda, Jo-Anne Kelder (Author)
Designing authentic assessments for foreign language learning environments
Integrating authentic and meaningful assessment practices into the teaching and learning of foreign languages has been recognised in the second language acquisition and pedagogy literature as critical to foreign language development. This paper describes research that investigated the benefits of integrating authentic assessment tasks into a mixed level university foreign language course delivered in hybrid (blended) learning mode. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and selected native speaker e-mentors to complete two tasks that reflected the critical elements of authentic tasks. Data were collected and analysed through multi-data sources including students’ assessment tasks and reflective portfolios, individual and focus group interviews with students and e-mentors and messages contributed to online group discussion forums. Findings suggest that, despite initial challenges, there were significant benefits in integrating authentic assessment tasks into this course. The paper concludes with specific recommendations to guide the successful integration of authentic tasks into the teaching and learning of hybrid foreign language learning environments.
Copyright (c) 2025 Mariolina Pais Marden, Jan Herrington (Author)
Integrating Generative Artificial Intelligence Across the Curriculum in Higher Education: Multi-Disciplinary Case Studies
The advent of generative Artificial Intelligence (Gen-AI) has transformed the way higher education is delivered. Gen-AI is rapidly changing how students engage with learning resources, with academics adopting these tools in the classroom to provide insightful lessons and scalable solutions that enhance educational outcomes across disciplines. We use the Technological Pedagogical Content Knowledge (TPACK) framework to discuss the types of knowledge teachers require to effectively use GenAI tools in their teaching. This paper reports on five case studies from an Australian higher education institution examining the integration of Gen-AI across various academic disciplines in higher education, demonstrating its impact on teaching methodologies and creating innovative educational experiences. Throughout these diverse case studies, we show how Gen-AI tools can be used to enhance academic skills, foster creativity, and address pedagogical challenges. Each case study reveals the complexities and potentials of Gen-AI in educational settings, including the development of critical thinking skills and understanding Gen-AI’s limitations. We describe how Technological Knowledge, Pedagogical Knowledge and Content Knowledge of teachers has impacted the use of Gen-AI in the classrooms.
Copyright (c) 2025 Meena Jha (Author), Sanjay Jha, Ashley M. Holmes, Bradley Smith, Brendon Murphy, Monica Kansal, Desley Pidgeon
Navigating a Bilingual World: The Journey of a Native English Speaker Teaching in France
Part 1: Crossing the channel: How I transitioned from teaching English, to native speakers, to teaching English to bilingual speakers. Part 2: Growing Up: Joining the collège and learning how to teach LVA/ESL. Part 3: Variety is the Spice of Life: How my strategies have developed and inform the way I now teach or how does a 6è student who speaks no English become an effective English communicator by the end of collège? Part 4: Looking to the future: Utilising AI in the language learning classroom.
Copyright (c) 2025 Mathew Court (Author)
Developing an Inclusive Higher Education
In this issue entitled Developing an Inclusive Higher Education, we consider how academic achievements and active learning can be enhanced (Rotua et al., 2025), how the internationalization of the curriculum can impact the university's financial sustainability, lead to a stronger institutional reputation, and attract international students (Krautloher & Jha, 2025), how specific workshops can help the exchange of knowledge (Ramini & Blackstone, 2025), and we finally present a book review (Tang, 2025) of «The Palgrave handbook of crisis leadership in higher education», that helps us understand how authentic leadership can become.
Exploring Differential Effects of a Teacher Incentive Program on Student Achievement
Traditional teacher compensation systems based solely on observable characteristics (such as experience and degree) have shown weak correlations with student learning outcomes. Teacher merit-pay incentives aim to strengthen the links between teacher remuneration and student learning outcomes. In this study, we examined the student achievement outcomes associated with one such incentive in the Dallas Independent School District – the Teacher Excellence Initiative (TEI) implemented in 2015. Utilizing the 1,121,557 student-level observations from 2012 to 2019 academic years, we investigated the relationships of TEI with student achievement from different demographics. We found the overall association of TEI with student achievement in mathematics and reading to be inconclusive (i.e., weakly positive). Conversely, we observed some benefits associated with Asian American, African American and Hispanic/Latinx students, relative to White students. However, an association was observed between the TEI and seemingly disadvantaged outcomes for students with special needs.
Copyright (c) 2025 Yaxin Wang, Margarita Pivovarova, Audrey Amrein-Beardsley (Author)
Developing and Facilitating a Workplace Communication Workshop for Engineering Student Interns: Implications for Practice
In this paper, Engeström’s third-generation activity theory (AT; 2001) is adopted as an analytic tool to analyze a workplace communication workshop for engineering students and an experienced educator’s cognition and practices. Curricular elements of the workshop and the educator’s pedagogical approach are analyzed together with the motivation for a specific learning experience design and the rationale for adopting such practices. AT served as an invaluable analytic lens for our reflection on the workshop’s design, its activities, and the educator’s cognition and practices. This reflection provides a worked sample for AT-based reflective practice and strategies for developing workplace communication workshops. It is concluded that by using AT as an analytic tool for reflection, educators can effectively reflect upon and analyze their course design and teaching practices, thereby externalizing their knowledge, skills, and attitudes. Educators can develop their expertise through such a reflective process and create more engaging and effective courses. We also recommend that AT be adopted as an analytic tool in reflective practice modules in communication teacher education and training programs to enable prospective and novice teachers to engage in reflective practice and purposefully develop their teaching expertise throughout their careers.
Copyright (c) 2025 Muhammad Rahimi, Brad Blackstone (Author)
Book Review: The Palgrave handbook of crisis leadership in higher education
At the start of the COVID-19 pandemic, I was working in a public university in Wuhan, China. As the global crisis unfolded, I saw firsthand how higher education institutions responded to unprecedented disruptions. With the urgent shift to emergency remote teaching, challenges in institutional governance, and widespread uncertainty of the pandemic’s trajectory, academic leaders and community faced enormous pressures. My own experience of being confined to China during this period afforded me a unique perspective on how institutions struggled to maintain educational continuity while managing the multifaceted challenges of the crisis (see Tang & Liu, 2022). These observations deepened my understanding of crisis leadership in higher education, especially as it pertains to institutional adaptability, resilience, and the strategic foresight required to lead our way through crises effectively. While crisis leadership can be viewed through many lenses, I find the framework proposed by the editorial team of The Palgrave Handbook of Crisis Leadership in Higher Education – Dr. Jürgen Rudolph, Dr. Joseph Crawford, Dr. Choon-Yin Sam, and Shannon Tan – particularly compelling; not mentioning that the editors are all multi-disciplinary experts and frontline academics in management, leadership, higher education policy and practices. They argue that crisis leadership in higher education is not always tied to formal titles or positions of authority. Instead, it revolves around the actions of individuals at every level – those who step up, influence, and inspire positive responses during times of crisis (Rudolph et al., 2024, pp. 7-8). Whether it was pivoting to online platforms overnight or supporting faculty and students through the emotional and logistical upheaval of lockdowns, the need for strategic, compassionate, and agile leadership became clear. At its core, true crisis leadership is about cultivating an environment where everyone feels empowered to contribute, creating a sense of psychological safety, and transcending the traditional boundaries of institutional hierarchies. It is within this framework that I approached this edited book. This timely volume addresses a broad range of crises – financial, political, environmental, and technological – and presents global case studies that offer critical insights into leadership strategies. As someone who has witnessed the direct impact of crises on higher education. I found the thematic structure of this handbook especially relevant. Each chapter rigorously explores the intersection between crisis leadership and institutional survival, demonstrating how crises like the COVID-19 pandemic or those brought upon by generative artificial intelligence (AI) serve not only as challenges but also as potential catalysts for innovation and systemic reform. In addition to the opening chapter, this handbook encompasses nine thematic chapters (Chapters 2-10) and 23 chapters that explore global case studies (Chapters 11-33) featuring some underrepresented countries or regions in the established literature such as Cambodia, Ghana, Papua New Guinea, and Uzbekistan. The topics that contributors have delved into are structured around leadership models, financial sustainability, digital transformation, social justice and equity, global and regional responses, and environmental sustainability. Due to its exhaustive content, this handbook would be of great interest to academic researchers, teaching practitioners, policy makers, institutional leaders as well as a broader international audience who seek a thorough and practical reference for future crisis handling in higher education.
Copyright (c) 2025 Dr Fiona Xiaofei Tang (Author)
Internationalisation of curriculum: Analysis of subjects within the Faculty of Arts and Education at a regional Australian university
A regional university in Australia is dedicated to developing 21st-century graduates as global citizens. The curriculum is designed to equip students with the knowledge and skills necessary for success in a globalised world. Assessing whether students are truly becoming ‘global citizens’ involves evaluating not just academic performance, but also intercultural competencies, global awareness, and adaptability. Immediate, tangible outcomes like job placements can take precedence over long-term goals like global readiness. There are many factors that hinders a comprehensive review of whether the curriculum is effectively preparing students to become global citizens. There has not been any systematic understanding of the research status of the internationalization of the curriculum (IoC). This paper reports on the experiences of academics and students regarding the internationalisation of the curriculum within the Faculty of Arts and Education (FoAE). A mixed-method approach was adopted over two years, involving surveys and one-on-one interviews with academics and students. Thematic analysis of the responses revealed both strengths and areas for improvement for integrating IoC in higher education institutions. While academics and students value an internationalised curriculum, it is inconsistently implemented across the curriculum and there is a need for universities to establish a clear framework or benchmark for evaluating the internationalisation of their curriculum to assess progress systematically. The study's findings offer valuable insights for enhancing the internationalisation of the curriculum and improving the effectiveness of academic staff in delivering globally relevant content. This could lead to a stronger institutional reputation, attract a more diverse and international student cohort, and has capability to positively impact the university's financial sustainability by aligning the curriculum with global education trends.
Copyright (c) 2025 Amita Krautloher, Meena Jha (Author)
Utilizing Peer Instruction to Enhance Academic Achievement and Active Learning in Business Education
Researchers are increasingly interested in evaluating and reshaping traditional teaching practices to implement more student-centered and active learning approaches in higher education. Peer Instruction (PI) has been recognized as an interactive teaching method that significantly impacts student learning by encouraging active participation in an engaging learning environment. This study examines the impact of Peer Instruction (PI) on improving academic performance and active learning in business education beyond its usual limits of application in scientific and numerical fields. This study compared the outcomes of students who engaged in PI with students who took traditional lecture-based classes in business courses. This research uses a quasi-experimental research design because it is not feasible to use a full experimental design because it is impossible to randomly select subjects. Empirical data, collected through pre-and post-tests, discussion prompts, and PI activities, demonstrated significant improvements in student engagement, cognitive processing, and performance in the PI group compared to the control group. Students who participate in PI report higher test scores and levels of engagement, underscoring PI's potential to foster deeper understanding, critical thinking, and active engagement. Despite the positive results, the study noted limitations such as a narrow focus on the class by one instructor and the absence of marked differences in conceptual understanding between the PI and individual study groups, then only tested academic achievement without engaging students' levels of critical thinking. Highlighting the effectiveness of PI in business education, this research calls for broader application and further investigation into the role of PI in enhancing active learning, suggesting future exploration into diverse academic areas, methodologies, and technological tools, as well as applying it to examine critical thinking and interaction students to deeper learning content.
Copyright (c) 2025 Rotua Zendrato, Ben Chang, Agus Fernando (Author)
Dark academia’s declared purpose is a description and explanation of the hidden psychological injuries endured by students and academics in contemporary universities. To state it clearly right at the beginning of this review, this is an excellent and important book that I strongly recommend to all stakeholders in higher education, including students. Its author Peter Fleming is a professor at University of Technology Sydney (UTS) Business School whose previous academic output has focused on the future of work and its ethical implications.
Copyright (c) 2021 Journal of Education, Innovation and Communication
Organizational Design of Secondary Aviation / Aerospace / Engineering Career Education Programs
The goal of this study was to identify and evaluate the underlying organizational factors of successful secondary aviation/aerospace/engineering career education programs, through application of measures traditionally associated with organizational theory. Analysis methods included factor analysis, structural equation modeling, and a review of study participants’ comments to identify emerging themes for triangulation with the statistical analysis results. Participants in the study comprised aviation/aerospace/engineering career education stakeholders. Hypothesis testing results suggested that the most important factor in predicting success for an aviation/aerospace/engineering program is personal motivation related to learning. Though other underlying factors, including leadership/collaborative environment, organizational accountability, and resource availability were clearly related to perceived program success, these relationships appeared to be indirect. The paired qualitative analysis of participant comments generated themes that transcended survey item topics. Personal motivation was the most commonly recurring theme in comments, supporting the hypothesis testing result indicating its predictive strength for an organization’s success.
National-level professional sports teams can profoundly influence teenagers involved in trials, selection, and participation. In this study, we examined the ability of a successful local soccer team to motivate high school students to improve their academic achievements and behavior. This research used interviews and focus groups with educators from two peripheral towns, one Arab and one Jewish. The texts were qualitatively open coded and constructed into major themes. We found that soccer teams with an educational and societal agenda and solid cooperation with the local schools would influence students to improve their academic achievements and behavior. Sports teams can play an essential role in conveying educational and societal values to teenage high school students.
Laboratories and practical workshops are a crucial element in science, technology, engineering, and mathematics (STEM) subject streams in higher education, where the COVID-19 pandemic has created an unprecedented challenge in conducting such activities face-to-face. Many universities in the western world are now experimenting with various platforms to conduct laboratory activities remotely, in conjunction with online delivery of teaching. It demands significant adjustment to traditional face-to-face laboratory activities, where this paper investigates the practices universities currently adapted and potential future technologies available for remote delivery of laboratories. This paper also identifies the areas for enhancement of students’ remote laboratory experience, and a survey was also conducted to identify students’ perception of laboratory activities during online and hybrid delivery of teaching. The research study explored current practices of remote lab delivery and also provide an insight into the future potentials of remote lab activities in a digital age.
The novel coronavirus (COVID-19) pandemic has had a devastating impact around the world. The responses by government leaders around the world have been varied. While certain countries (for instance, Taiwan and New Zealand) excelled in their responses, the Presidency of Donald Trump will perhaps be best remembered because of its populist, anti-scientific, and denialist approach towards the pandemic. After providing a brief literature review that focuses on the academic literature on face masks, we show that Trump’s absurd responses to the pandemic were not unique amongst populists worldwide. Based on a qualitative analysis of Trump’s numerous false and misleading statements about COVID-19, we reconstruct his coronavirus and facemask responses that contributed to the U.S. having the highest coronavirus death toll worldwide. We conclude by highlighting the importance of teaching critical thinking and the careful evaluation of the trustworthiness of sources to avoid falling for fake news and populist propaganda.
Since the time COVID19 made its appearance on an international level (March 2020), masks have become a personal and social identity tool. Nowadays (June 2021), we cannot still leave our house without wearing a mask. It really feels like the mask is now part of our face, covering its lower part, hiding our facial expressions. In this paper, we examine the place and use of masks as markers of personal and social identities, as well as social responsibility. More particularly, we observe the following three issues: a) the symbolic meaning of masks as an anthropological artifact, b) the dilemma of individual liberty balanced by social responsibility, produced through mask wearing, and c) the way we can create meaning through adaptation to a new “masked reality”. In this article, based on personal experiences, observation and bibliographical research, we explore and reveal the symbolic meaning of masks. We make use of the social identity theory (SIT) that assumes that one part of the self-concept is defined by our belonging to social groups (Trepte, 2006). More particularly we are examining our identity’s, personal and social, need to respond to the ‘obligation’ of mask wearing. We believe that finding or inventing meaning to the use of mask, can help us evolve and accept our new reality.
Informed Communication in High Context and Low Context Cultures
In a variety of cross-cultural studies, comparisons are attached to Hall’s (1976) notion of contexting. A commonly accepted distinction is made between high-context and low-context cultures. The purpose of this study was to determine whether this characterisation affects some facets of culture-specific communication styles, that is, preferences in the use of context and information for constructing meaning in communication. Specifically, data were collected from 774 subjects so that a comparison could be made. Representing three ethnically identified cultural groups—Dutch, Greek, and Japanese—the subjects completed an online survey where they reflected on the way in which they think they communicate. The results reveal some clear differences between the cultural groups in their reported communication style. The Dutch used relatively more non-verbal communication; the Greeks used more hand gestures, and the Japanese were more indirect in their communication. A cultural divergence emerged, in that, the Greeks living in the Netherlands reported higher levels of non-verbal communication, were more indirect, and used more metaphors than did the Greeks living in Greece.
Interdisciplinary Studies in Social Sciences
Covid - 19 has undeniable brought challenges for everyone involved around the world, which has led to extremes, but also towards innovation opportunities. Human nature shrivels under pressure, but also finds ways to adapt and recreate a new normal. The term of the ‘new normal’ was initially used to caution the belief of economists that industrial economies would revert to normal after the recession (El-Erian, 2010, cited in Cahapay, 2020). This phrase has since been used a lot and in different contexts and in general terms means that something which was previously not typical became typical (Cahapay, 2020). The impact of the COVID-19 pandemic on people’s social wellbeing has a lot to do with the way they communicate, that now happens in most cases remotely (Nguyen et al., 2020).
News Article Consumption Habits of Greek Internet Users
The concept of different news consumption habits during a day has been well known for many decades in the broadcasting industry. News websites are also experiencing a drop in late afternoon traffic and a sharp drop in the evening hours. Furthermore, during the weekend, website traffic numbers appeared to be significantly different than the numbers during the weekdays. That resulted in the adoption of the concept of dayparting in the case of the internet. The existence of internet dayparts can have a significant impact on news websites since they can significantly determine their success. It is quite natural to assume that media organizations have adopted their publishing patterns to best satisfy the audience’s consumption patterns. This paper investigates those consumption patterns by conducting an extensive web survey among university students and particularly journalism and communication students that are expected to exhibit high consumption rates. The parameters being investigated include time, weekdays and weekends, and content categories. The study identified distinct periods that exhibit specific consumption patterns. The results appear to be to some degree in agreement with findings of previous studies that reported on publishing patterns, but significant differences have also been identified. Those results can provide valuable information for the implementation of successful content publishing strategies from the media organizations.
Copyright (c) 2022 Journal of Education, Innovation and Communication
Applied Learning and Teaching Transformations Through Project-based Action Learning in an International Business Management Programme
This paper expounds on applied learning and teaching transformations through project-based action learning for students’ self-awareness and effective competence development. After providing some background to the Indonesian university where the research took place and a brief review of the literature, we describe the methodology. The article is based on longitudinal action research over 13 years that used a mixed-methods survey that generated multiple testimonials that were assessed via thematic content analysis. Six phases of learning innovations are discerned: Awareness, alignment, action, adoption, assurance and anticipation. These phases of the transformational process also provide the structure for the findings and discussion section. To succeed, international business management graduates have to continuously strategise, implement, and incorporate a closed-loop feedback system to track and manage individual progress with an action learning balanced scorecard. As whole-brain learners, the pursuit of knowledge must be transformed into a value-added advantage in four types of interconnected and interdependent power.
The citizens' weakened confidence in politics has encouraged political actors to establish direct communication with them. As social media platforms grow in popularity, political institutions have been using them for more autonomy in public communication. This study analyses the use of Facebook, the most popular social media worldwide, by República Portuguesa, the government of Portugal, and La Moncloa, the government of Spain. First, a literature review on social media use by governments is presented. Then, the results of a manual categorization of a sample of posts published throughout January 2021 are presented. The posts were categorized according to DePaula, Dincelli and Harrison’s (2018) typology of government social media communication, which consists of information provision, input seeking, online dialogue/offline interaction, and symbolic presentation. The article provides an understanding of the use of each governmental party’s Facebook posts as a communication tool.
Research concerning sex (ro)bots is very new and has been recently undertaken from various scholarships such as gender studies, post-humanist studies as well as social robotics. This review article examines the research focus of studying sex (ro)bots from a Human-Machine Communication (HMC) perspective, explores two possible theoretical directions and argues in support of and proposes the most appropriate for qualitative HMC researchers. The relational and post-humanist agential philosophy of Bruno Latour is compared and contrasted with the post-structuralist, hermeneutical philosophy of imagination of Cornelius Castoriadis. This article underlines how each of these theories may impact a study within the discipline of HMC, which focuses on the meaning-making processes between humans and machines (Guzman, 2018). By focusing on the epistemological and ontological underpinnings of the two thinkers and providing distinct possible research directions for each theory, the article agrees with the renewed call for qualitative researchers to ground their research to robust theoretical frameworks (Collins & Stockton, 2018). It is argued that Castoriadis’s social imaginary is an appropriate theoretical tool to critically investigate sex (ro)bots as it is compatible with HMC’s research interests and key concepts in critical AI studies. The purpose of this review article is to encourage the identification of appropriate methodological tools to address sex (ro)bot qualitative research within HMC and the exploration of unanticipated old and new theoretical frameworks.