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This special issue focuses on the multifaceted processes of identity exploration and development in intercultural educational settings. It aims to bring together a wide range of perspectives from relevant stakeholders, including educators, students, curriculum developers, student support services, researchers and policy makers, to critically interrogate and explore how identity evolves and is shaped in pluralistic and diverse educational contexts. Recognizing identity as a dynamic and multidimensional construct, this special issue examines the intersection of identity with intercultural education practices, including, but not limited to, race, ethnicity, language, gender, space, place, and the role of technology.
The Journal of Accounting Education invites submissions for a special issue devoted to teaching excellence in accountancy focused on subject-specific applications. Globally academics are encouraged to facilitate excellent education. However, more can be learned about how teaching excellence is applied in various accounting subjects, including, but not limited to, financial accounting, management accounting, environmental accounting, forensic accounting, auditing, and taxation. Accounting educators have different personalities and teaching styles. They have different professional accountancy syllabi to teach. Sharing how such subject-specific content is transferred in the accounting classroom supports professional development. This special issue focuses on teaching excellence to enrich discussions and reflections on accounting education. The guest editors of this special issue solicit high-quality manuscripts of diverse types and research methodologies, including but not limited to archival, analytical, survey, case/exercise research, and field or experimental investigations. To enhance early access, manuscripts will be published in regular journal volumes as accepted and later be pulled into a virtual special issue on the Journal of Accounting Education website.
Linguistic reasoning in language education Many L1 language curricula worldwide expect students to acquire a certain degree of linguistic understanding (Boivin et al., 2018; Denham & Lobeck, 2010). This includes understanding language as a system as well as understanding social, historical and cognitive aspects of language. Traditionally, this understanding is justified as a means to enhance students' language skills. However, a growing body of research recognizes the intrinsic value of linguistic understanding, independent of its contribution to literacy development (Hudson, 2004; Sheehan et al., 2021; Van Rijt & Coppen, 2021; Trotzke & Kupisch, 2020). This perspective is rooted in the belief that language is fundamental to the human experience, justifying its inclusion in the curriculum purely on its own merits. Linguistic knowledge can thus be considered a form of powerful knowledge—disciplinary knowledge that transcends everyday understanding and helps learners develop a more conscious perspective on the world (Young, 2013). Modern linguistics offers such disciplinary knowledge for language education, and there are growing calls to find ways in which linguistics can be introduced into education (e.g., Corr & Pineda, 2023; Denham & Lobeck, 2010; Razfar & Rumenapp, 2014; Van Rijt et al., 2019). Despite the recognized importance of linguistics in language education, there is a notable lack of empirical research on how to effectively integrate linguistic concepts into language curricula. Additionally, there is considerable uncertainty on the question of how students can achieve a deep understanding of these concepts. Recent research has started to address this gap by focusing on students' linguistic reasoning abilities— ‘[activities] in which a student organizes information about language or linguistics in order to describe, compare and/or explain linguistic phenomena’ (Banga & Van Rijt, 2023) partly relying on general reasoning skills, and partly using subject-specific ways of reasoning, including asking linguistic questions, using linguistic sources, using linguistic repertoire and linguistic (meta)concepts (see Dielemans & Coppen, 2021; Van Rijt, 2024). This research is consistent with initiatives in various educational fields that explore subject-specific reasoning, e.g., studies on literary reasoning (Van Keulen & Spotti, 2024), historical reasoning (Van Drie & Van Boxtel, 2008) and social-scientific reasoning (Klijnstra et al., 2023). Such subject-specific reasoning studies reflect a shared assumption, that students' critical thinking skills are most effectively cultivated within subject-specific contexts (Moore, 2004). The special issue Recent studies have empirically explored different aspects of linguistic reasoning, including linguistic inquiry (Denham, 2020; Honda & O’ Neil, 2007) the role of linguistic metaconcepts in linguistic reasoning (Van Rijt et al., 2020, 2022), linguistic reasoning quality in teacher education (Brøseth & Nygard, 2023; Van Rijt et al., 2021) and the role of cognitive load in processing different types of linguistic arguments (Van Rijt et al., 2024). However, high-quality empirical research into linguistic reasoning remains scarce, and is so far largely confined to a limited group of researchers, as well as to the linguistic domain of syntax. The current special issue aims to advance our understanding of linguistic reasoning processes, and is a fully open call for interested academics to contribute.
In every process, event, phenomenon or educational practice, the environment is one of the vital dimensions that, together with time, directly mediates the process of human construction, in the education of the human being. Education, as a situated activity, in a given space and time, demands understanding its processes from a relationship not only of you and I, but also integrating the environment, in this case, the natural environment and its elements, events, moments, contents, events, squares and places, environments, landscapes and countryside, scenes, gestures, smells, resources, textures, streets and paths, etc. In this educational triangulation between the I (ego), the you (alter ego) and the natural id (alterum), our relationship with the natural environment has changed over the centuries. Currently, according to what research, experts and international organizations, among others, indicate, we find ourselves with a deficient, battered relationship, lacking the necessary link that must exist between the natural environment and human beings. Furthermore, we can say that there is a nature deficit. There is an orphanhood of landscapes, of natural circumstances around us, of places, of environments that bring us closer to nature, and even allow us to visualize ourselves not as visitors, more or less intentional, but as part of the complex web of life, as eco-dependent beings. This has led, among other phenomena, to an unprecedented environmental crisis, supported by climate change that has led to what has been called a climate emergency situation.
Artificial intelligence (AI) is rapidly transforming healthcare and education systems around the world. In the field of medical education, AI has emerged as a powerful tool with the potential to improve learning, teaching and assessment. The integration of AI technologies, such as machine learning, natural language processing, and intelligent tutoring systems, promises to redefine the way medical students, clinicians, and educators interact with educational content and teaching strategies. AI has already shown promise in areas such as personalized learning, simulation-based training, predictive analytics for performance assessment, and administrative automation. As the future of medical practice becomes increasingly technology-driven, it is critical to explore how AI can augment and redefine the landscape of medical education. The integration of AI into medical education is a timely and vital advancement. The global healthcare system is experiencing an urgent need for more skilled professionals, with increasing demand for more efficient, scalable and personalized learning methods. AI offers an unprecedented opportunity to address these needs by facilitating adaptive learning environments that respond to the strengths and weaknesses of each student. Additionally, AI can help overcome challenges such as teacher shortages and time constraints, making high-quality medical education more accessible in diverse geographic regions. Additionally, AI can support more objective assessments, improve the accuracy of feedback, and help educators make data-driven decisions that improve student outcomes. As AI continues to evolve, its potential to enrich medical education and improve healthcare delivery increases, making it an essential area of exploration for academic research. This collection of articles will focus on the application and potential of AI in medical education, with special emphasis on the theoretical and practical aspects. Subtopics include, but are not limited to: AI-Powered Personalized Learning: Exploring how AI can tailor educational content to individual student needs, improving engagement and retention. Simulation and virtual reality: The role of AI in creating realistic and immersive environments for clinical training and skills development. AI in assessment and feedback: How AI can improve formative and summative assessments, provide real-time feedback, and help with competency tracking. Ethical and practical challenges: Examine issues such as data privacy, algorithmic bias, and the implications of AI in teaching roles. Future Trends and Innovations: Investigating upcoming AI technologies and their potential applications in changing medical education paradigms.
The adoption of up-to-date and innovative teaching methodologies such as problem-based learning, 3D virtual simulations, augmented reality and gamification is increasingly recognized as essential to meeting the educational needs of today's students. These tools allow a pedagogical approach that supports the development of critical competencies - basic, transversal and specific - required for the future careers of health professionals. In medicine and health sciences, the acquisition of these competencies encompasses knowledge, skills, values and attitudes. These elements must be integrated and applied at various stages of medical education and practice to prepare students for the changing demands of the healthcare field. In a rapidly changing world and with a new generation of students with diverse learning preferences, health professions education must adopt innovative and adaptive approaches. The training of future healthcare professionals must go beyond traditional lecture-based methods, which, while valuable, may not equip students with the practical skills, critical thinking, and interpersonal competencies necessary for high-quality care. New pedagogical approaches, such as gamification, game-based learning, simulations and virtual reality, offer opportunities to foster active and collaborative learning environments that focus on comprehensive competency development. This collection of articles aims to explore innovative teaching strategies in the training of health professionals. Topics of interest include, among others: Assessment of knowledge, skills and competencies in medicine and health sciences Quantitative and qualitative research on the training of students and professionals in medical and health sciences The use and impact of educational technology and innovations on learning outcomes Applications of health sciences education in undergraduate, graduate, and continuing education, as well as clinical training