University of Windsor, Ontario: Open Journal Systems
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Teacher Readiness for Deep Learning in Islamic Education: A Rasch Model Analysis of Challenges and Opportunities
No full textThe integration of deep learning in education has the potential to enhance pedagogical practices, personalized learning, and adaptive instruction. However, Islamic schools face unique challenges in adopting AI-driven educational models due to technological limitations, digital literacy disparities, and regulatory constraints. This study assesses the readiness of Islamic school teachers in Indonesia to implement deep learning-based curricula, analyzing knowledge, attitudes, barriers, and demographic influences on AI adoption. A structured questionnaire was administered to 1,120 teachers across madrasahs, pesantrens, and Islamic private schools, with data analyzed using the Rasch measurement model to ensure psychometric validity. Differential Item Functioning (DIF) analysis was conducted to examine variations in readiness across gender, age, education level, teaching experience, and ICT knowledge. The results reveal moderate teacher readiness, with significant gaps in deep learning comprehension and practical implementation. Female teachers, mid-career educators (36–45 years), and secondary school teachers exhibit higher AI readiness, while novice and older teachers face greater barriers. ICT literacy emerges as the strongest predictor of readiness, underscoring the need for targeted digital training programs. Findings highlight infrastructure deficits, professional development gaps, and policy misalignment as primary obstacles to deep learning adoption. While urban teachers demonstrate higher AI engagement, rural educators require greater institutional support. The study emphasizes the necessity of differentiated professional development programs that cater to teachers at different career stages and digital literacy levels. These insights provide critical implications for policymakers, educational leaders, and curriculum developers in designing AI-driven pedagogical strategies for Islamic schools. Future research should explore mentorship initiatives and hybrid training models to foster sustainable AI adoption in religious education settings
Language Learning, Technology, Reading and Narrative Imagination, and Teaching Strategies
No full textIn this issue, we focus on language learning, technology, reading and narrative imagination, teaching strategies, and several additional topics. We begin with two articles related to language learning. The articles explore the perceptions of language-teacher candidates regarding their own English-language learning experiences during primary school, as well as another that discusses how language teachers intend to enhance their instructional practices by using flashcards. Additionally, the effectiveness of a flashcard-based intervention in enhancing French vocabulary and acquisition among Sri Lankan undergraduate learners is examined. Then, we present two articles on technology, including one that discusses an interpretive approach to better understand how digital competency is integrated into teacher-education programs in the Canadian province of Quebec and another that explores how AI can facilitate the integration of technology into educational settings. We then share three articles on reading and narrative imagination, including one that argues that stories equip children with the appropriate dispositions to make meaningful contributions to the societies in which they live, while offering teachers a viable method for making classrooms culturally responsive. Another surveys the recent history and current status of reading reforms in Canada. The third discusses the role of engaged scholarly relationships in enhancing the pedagogy of reading proficiency. Then, we share four articles on teaching strategies, including examination of how the integration of research on teaching and learning can serve as a strategic axis for higher education institutions to respond to these challenges, identification of the views of prospective biology students on the field-trip experience as an outdoor learning activity in both educational and social contexts, discussion of the integration of Indigenous knowledge into science learning programs, and investigation of how cooperative learning fosters the development of abilities essential for collaboration, creativity, interest, engagement, and self-regulation. One additional article is presented on teacher stress, burnout, and turnover. This issue concludes with six book reviews
Homegrown Transplants: Procedural Borrowing in the New Ontario Class Proceedings Act
No full textThe most controversial of the recent amendments to Ontario’s Class Proceedings Act is the addition of two requirements to the certification test: to meet the preferable procedure criterion, s. 5(1.1) requires that common issues in the litigation must now “predominate” over individual issues, and a class action must be “superior” to all other forms of resolution. The importance of the interpretation of Ontario’s new certification test to the continued viability of class actions in the province merits a thorough and rigorous analysis of s. 5(1.1). The language of predominance and superiority is strikingly similar to requirements that have long applied to US class actions for monetary damages. As courts in Ontario begin to grapple with the new predominance and superiority requirements, however, the authors caution against turning to American jurisprudence for guidance. Several important structural differences between the Ontario and American class action regimes, as well as different constitutional considerations and a variety of approaches within US case law diminish its utility. Instead, the authors examine the history and language of the amendments to propose an interpretation of the predominance and superiority requirements that is informed by Canada’s own procedural and constitutional framework and that avoids the pitfalls of legal transplants.La plus controversée des modifications récemment apportées à la Loi de 1992 sur les recours collectifs de l’Ontario est l’ajout de deux exigences au critère de certification : pour répondre au volet du « meilleur moyen », le paragraphe 5 (1.1) exige que les questions communes soulevées dans le litige « l’emportent » maintenant sur les questions qui touchent uniquement les membres du groupe pris individuellement (la prédominance), et qu’un recours collectif soit « supérieur » à toutes les autres formes de règlement (la supériorité). L’importance de l’interprétation du nouveau critère de certification de l’Ontario pour la viabilité continue des recours collectifs au sein de la province mérite une analyse exhaustive et rigoureuse du paragraphe 5 (1.1). Cette question de prédominance et de supériorité est remarquablement semblable aux exigences qui s’appliquent de longue date aux recours collectifs américains en matière de dommages‑intérêts pécuniaires. Les tribunaux de l’Ontario commencent maintenant à se débattre avec les nouvelles conditions de prédominance et de supériorité, mais les auteurs mettent toutefois en garde contre le fait d’utiliser comme guide la jurisprudence américaine. Plusieurs différences structurelles importantes entre les régimes de recours collectif de l’Ontario et des États‑Unis, de même que des considérations constitutionnelles différentes et la diversité des approches suivies dans la jurisprudence américaine, en amoindrissent l’utilité. Les auteurs examinent plutôt l’historique et la formulation des modifications afin de proposer une interprétation des conditions de prédominance et de supériorité qui est éclairée par le propre cadre procédural et constitutionnel du Canada et qui évite les pièges des transplantations juridiques
Black Autonomy and White Entitlement: A Historical Analysis of the Touching of Enfreaked Black Bodies
No full textP.T Barnum put on a performance as an owner of enslaved individuals, white Americans poked at Black Africans behind bars in zoos, and children pulled on the dreadlocks of two kidnapped men: for many Americans, it was the greatest form of entertainment. American “freak shows” were sites of racism, re-enactment of enslavement dynamics, and white entitlement. Black individuals who were enfreaked in nineteenth and early twentieth century American sideshows were forced into performances of white superiority and Black inferiority. These sideshows were not merely entertainment: they were vessels to construct social ideas of white ownership of Black individuals and audiences in post-emancipation America. Figures like Joice Heth, Ota Benga, the Batwa people, and George and Willie Muse reveal that sideshows were utilized to uphold a racialized American identity. This paper will argue that the “freak show” acted as a staged performance of race that enabled white control over Black bodies. Additionally, this paper argues that these mistreatments on the sideshow stage were embodied dimensions of the social construction of racial hierarchy in America
A New Era of Education: Exploring Teachers\u27 Perspectives on the Utilization of ICT-Based Learning Resources in Schools
No full textthe digital revolution era, the role of teachers in utilizing ICT-based learning resources in schools has become very important. However, the utilization of ICT that is not optimal has been identified, which often occurs in some schools in developing countries, possibly because of factors such as human resources readiness, facilities, and regulations inherent in each educational institution. This research aims to describe teachers’ perspectives on ICT learning resources that have been used for the learning process. This research is a qualitative study with a case study type, involving a sample of 7 teachers at the high school level in Central Java and West Java. Data collection techniques include semi-structured interviews, followed by an interview guide as the data collection instrument. As for an interview, it was analyzed thematically to describe an overview of the issues commonly raised by teachers during the data collection process. The research results show that there are 3 themes that are often the main topics of discussion, namely motivation and readiness of teachers in utilizing ICT-based learning resources, teachers’ perspectives and resource support the implementation of ICT-based learning resources, and the challenges that teachers face when implementing ICT-based learning in the classroom. The results of this research have the potential to assist in the professional development of teachers in integrating ICT to embrace dynamic and innovative learning in the digital er
Argumentation Arabe: La dynamique d\u27un changement rhétorique
No full textArabic argumentation is often described as relying on repetition and coordination in contrast to Western argumentation, which emphasizes syllogism, proof, and dialectic. However, previous studies on this topic were based on a limited and unrepresentative corpus. This study seeks to verify these claims using a contemporary corpus of 110 Arabic competitive debates, comprising approximately 515,793 words. A hybrid argumentation annotation model, combining Aristotle’s rhetorical appeals (logos, ethos, pathos) and Toulmin’s model of argument structure, was developed for analysis. The findings reveal a high prevalence of logos compared to ethos and pathos, with relatively minimal reliance on repetition. Arabic argumentation emerges as diverse rather than monolithic, incorporating both inferential reasoning and rhetorical repetition. This study also highlights the influence of genre on rhetorical strategy use, calling for further research on genre-specific Arabic argumentation.L\u27argumentation arabe est souvent décrite comme reposant sur la répétition et la coordination, contrairement à l\u27argumentation occidentale, qui privilégie le syllogisme, la preuve et la dialectique. Cependant, les études antérieures sur ce sujet reposaient sur un corpus limité et non représentatif. Cette étude vise à vérifier ces affirmations à l\u27aide d\u27un corpus contemporain de 110 débats compétitifs arabes, comprenant environ 515 793 mots. Un modèle hybride d\u27annotation argumentative, combinant les arguments rhétoriques d\u27Aristote (logos, ethos, pathos) et le modèle de structure argumentative de Toulmin, a été développé pour analyse. Les résultats révèlent une forte prévalence du logos par rapport à l\u27ethos et au pathos, avec un recours relativement faible à la répétition. L\u27argumentation arabe apparaît diversifiée plutôt que monolithique, intégrant à la fois le raisonnement inférentiel et la répétition rhétorique. Cette étude souligne également l\u27influence du genre sur l\u27utilisation des stratégies rhétoriques, ce qui appelle à des recherches plus approfondies sur l\u27argumentation arabe spécifique à chaque genre
Innovative Approaches in Statistics Education: The Role of Technology Explored through Meta-Analysis
No full textThis meta-analysis examines the impact of technology in statistics learning, comparing experimental and control groups across 34 studies, resulting in 55 effect sizes. The random effects model revealed a significant standardized mean difference (gRE = 0.50, 95% CI [0.35, 0.64], p < 0.01), indicating a positive effect of using technology in statistics courses. Heterogeneity was high (I² = 94.3%), and publication bias was initially detected; however, it was addressed by removing 21 outlier studies. The analysis revealed no significant differences based on country; however, technology type had a significant effect. These findings suggest improved student outcomes, warranting further investigation
The United Nations Convention against Transnational Organized Crime: Celebrations, Challenges, and the path forward on its 25th Anniversary: Text taken from the speech held at the International Conference at the Universität Zu Köln on 6-7 June 2024 by Calogero Ferrara – European Delegated Prosecutor at EPPO Office of Palermo
No full textThe text explores the journey of the UNTOC from initial skepticism to its current status as a central framework for international cooperation and a crucial instrument in the fight against organized crime. It examines the Convention\u27s achievements, including the influence of the Falcone Resolution and the development of cooperative legal measures, while discussing the unique challenges presented by organized criminal networks. Through an analysis of Italy’s legal framework, financial crime tactics, and the so-called Falcone Method, the paper also assesses if and how the UNTOC can adapt to evolving criminal phenomena and what further steps may be needed to reinforce its effectiveness
Emerging Digital Technologies: Building Competencies of STEM Pre-Service Teachers
No full textThis study investigated the level of emerging digital technologies’ competencies of Science, Technology, Engineering, and Mathematics (STEM) pre-service teachers. It employed a descriptive survey research design. A sample of 357 STEM pre-service teachers from a Nigerian university were selected purposively, based on the criteria that they were willing to participate in the online test. The Science, Technology, Engineering and Mathematics Emerging Digital Technologies’ Competencies Test (STEM-EDTCT, r=0.84) was used to collect data online, through a Google form. The data collected were analyzed using descriptive mean, standard deviations, simple percentages, and inferential statistics (independent t-test and analysis of variance). The results showed that the level of emerging digital technologies’ competencies of STEM pre-service teachers was low, regardless of their mode of entry into the university. The study also found a significant gender difference in the level of digital competencies, with male pre-service teachers scoring higher than their female counterparts. Based on the findings, it is recommended that Nigeria’s policy on pre-service teacher-training should focus on acquiring skills and competencies, particularly in digital technologies. STEM pre-service teachers should be equipped with known and emerging technologies to enable them to deliver knowledge and information effectively