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The aim of this journal is to identify factors that benefit student learning through high-quality empirical research. These factors have undergone significant changes in the 21st century, requiring new research to be conducted. PISA is an international large-scale survey on 15-year-old students’ learning and ability to meet real-life challenges. The latest PISA data were available since December 2023. The vast amount of data enable researchers to explore the learning psychology, as well as quality and effectiveness of education. Therefore, we would like to invite you to submit your research to this Special Issue in Educational Psychology, utilizing PISA 2022 data, on the following areas of research: Creative thinking Parental, teacher, school, and principal factors ICT related issues Learning issues and solutions during the COVID-19 pandemic Non-cognitive and metacognitive factors Opportunity to learn Subject learning (reading, mathematics and science)
Artificial Intelligence (AI) has quickly changed the landscape of education–and the place and space that surrounds education–and the realm of advanced education is no exception. This special issue seeks to explore the power of AI, be it transformative or transactional (Sternberg, 2020). Educational institutions (PK-20) and businesses from journals to professional organizations have created policies on AI, with stances ranging from AI being a tool akin to a dictionary, cite it! to any use is cheating! In a discussion included in a position paper, Professor Rangi Matamua asked, “Is AI the new (r)evolution or the new colonizer for Indigenous peoples?” (Whaanga, 2020, p.35). We further question: In what ways does AI have the potential to move the dial on identification and programming in advanced academics? What impact does AI have on creativity, the arts, and programs that develop creative productivity? For this special issue, JoAA is seeking proposals from scholars and practitioners who would like to share their research and insights on utilizing AI in advanced academics. We encourage empirical, conceptual, and praxis manuscripts including, but are not limited to, topics such as: Utilizing AI to identify and assess students with gifts and talents/2e/3e Utilizing AI to create personalized learning experiences in advanced academics Utilizing AI to support teachers of gifted, advanced, twice-, or thrice-exceptional students Implications for the use of AI in curriculum development in advanced academics Ethical implications of educator use of AI, e.g., grading, plagiarism checkers by secondary/IHE educators AI for data analysis in conducting research in advanced academics Ethical implications of student use of AI in advanced academics, e.g., application essays, assessments
In the educational context, the integration of information and communication technologies (ICT) has revolutionized education by providing access to open educational resources (Nipa & Kermanshachi, 2020), collaborative learning resources or knowledge management platforms (Sharifov & Mustafa, 2020). Furthermore, thanks to technological advances, education as it is known today has also been transformed into virtual learning (Alí, 2020) or mobile learning (Dahal et al., 2022), allowing access to be democratized mainly to higher education. But the integration of ICT in educational processes has facilitated greater benefits than those described so far. The use of ICT has also revolutionized the field of research in all its disciplines, providing researchers with unprecedented tools and resources that have transformed the way they conduct their research, collaborate with other scientists and disseminate their results (George & Salado, 2014). Furthermore, the integration of ICT in the teacher's research process has allowed not only access to more information, but also to improve the efficiency of the research itself, facilitating collaboration with other researchers, and facilitating broader and faster communication in the transfer of scientific results found (Molano-Bernal et al., 2022). Firstly, the integration of ICT by teachers in their research work makes it possible to democratize access to an immense amount of research resources (Alvarado-Vélezi et al., 2023), where researchers have the opportunity to access digital databases, scientific journals, digital libraries from anywhere in the world (Ocholla & Ocholla, 2020). Secondly, the expansion of ICT has allowed the creation of new data analysis and processing software (Candraningrat et al., 2021). Thirdly, the integration of ICT has allowed the publication and dissemination of scientific findings to be much faster and broader (Molano-Bernal, et al., 2022). And, fourthly, the use of digital resources in the management of bibliographic references in the field of research has strongly emerged (Ram & Paul, 2014). Last but not least, AI tools represent new tools in the digital context that can support research, education, and academic service if used ethically (Barros et al., 2023).
Generative Artificial Intelligence (GAI) applications, such as ChatGPT and Midjourney, have attracted much attention from educators and researchers in the globe. Using GAI applications, text, images or drawings can be created following users’ requests or commends. Some generated contents are even indistinguishable from those developed by human experts. The quality of the generated contents is impressive; on the other hand, the possible problems caused by the misuse of GAI also lead to serious concerns. Some publishers have already announced guidelines to respond the use of GAI applications for academic publications. For example, authors must take responsibility of using GAI applications when conducting research and writing papers to ensure the correctness and quality of the published articles; moreover, GAI applications can only serve as research or learning tools rather than a co-author of an Article.
In the current special issue, we intend to bring together research studies exploring the personal, interpersonal, and situational factors that moderate or reduce negative emotions among language teachers and learners. We welcome original research, reviews, commentaries, case reports, and meta-analyses. Regarding the design of studies in this area, they can be longitudinal, qualitative exploration of a few cases in detail, experimental, large-scale quantitative exploration of correlational or cause-effect relationships, or mixed methods research studies. To examine language teachers’ and learners’ negative emotions and their interplay with personal, interpersonal, and environmental factors, researchers should take advantage of innovative research methods such as nested ecosystem model, ecological momentary assessment, time-series analysis, retrodictive qualitative modeling, Q-methodology, latent profile analysis, and idiodynamic method. Impact of learning atmosphere on language learners’ anger, apprehension, demotivation, anxiety, and boredom We are interested in receiving submissions on the potential influences of the learning environment on language learners’ unfavorable emotions like anger, apprehension, demotivation, anxiety, and boredom. Papers will examine whether the learning environment can reduce negative or undesirable emotions among language learners. Influence of organizational climate on language teachers’ dissatisfaction, emotional exhaustion, and burnout We welcome submissions on the direct or indirect impacts of organizational climate on language instructors’ negative emotions. Studies will evaluate the role organizational climate in decreasing language instructors’ negative emotions like dissatisfaction, emotional exhaustion, and burnout. Role of language teachers’ personal characteristics in their job burnout We also welcome submissions that delve into the role of language teachers’ personal characteristics in their job burnout. Inquiries will investigate whether language teachers’ personal traits such as resilience, flexibility, patience, self-esteem, or self-efficacy can decrease the rate of burnout among language teachers. Role of language teachers’ professional traits in their psychological and emotional disengagement We are also interested in receiving submissions on the potential role of language teachers’ professional qualities in reducing their psychological and emotional disengagement. Papers will assess the degree to which job-related characteristics can lead language teachers to higher levels of psychological and emotional engagement. Influence of language learners’ misconducts on their teachers’ attrition We are looking for submissions that explore the effects of language learners’ misbehaviors on their teachers’ attrition. Studies will try to find out whether language teachers' attrition depends upon their pupils’ misbehaviors in classroom contexts. Role of language learners’ personal characteristics in their academic disengagement We are especially interested in submissions that probe the possible role of language learners’ personal traits in their academic disengagement. Papers will examine the extent to which language learners’ personal qualities like motivation, self-efficacy, adaptability, and patience can predict their engagement in academic environments. Interplay between teacher communication behaviors and language learners’ negative emotions We also aim to collect empirical studies assessing the associations between teacher communication behaviors and language learners’ undesirable feelings. Papers will study language learners’ undesirable feelings in relation to teacher communication behaviors like caring, confirmation, credibility, clarity, and closeness
The Decision Sciences Journal of Innovative Education (DSJIE) is seeking submissions for a special issue dedicated to teaching in this Global Education 4.0 era, i.e., innovative methods for teaching the KSAs to meet the needs of OSCM professionals in the Industry 4.0 era. The topics for this special issue include but are not limited to: • Evidence-based learning outcomes for the training of key competencies, both transversal (soft) and disciplinary (hard), in the OSCM profession. • The improvement of existing programs and courses to fill the educational gap for OSCM in Education 4.0. • In-class exercises or projects that lead to KSA for OSCM in the Education 4.0 era. • Innovative educational methods and techniques that utilize Industry 4.0 technologies such as artificial intelligence, machine learning, blockchain, Radio Frequency Identification, and other OSCM technologies. • Innovative educational methods that teach software skills in supply chain planning, supply chain visibility, inventory management, warehouse management systems, and transportation management systems. • Comprehensive in-class exercises that focus on problem-solving KSAs for OSCM: problem identification, problem definition, information gathering, analysis, and implementation.