University of Windsor, Ontario: Open Journal Systems
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Introduction: The Borderlands of Criminal Law: First Transnational Criminal Law Review Conference
No full textEnhancing the Ontario Internationally Educated Nurses Course Consortium Competency-Bridging Program of Study: Evaluation of a Competency-Based Approach to Meet Registered Nurse Practice Registration Requirements
No full textThe effective integration of internationally educated nurses (IENs) into healthcare organizations is essential for the sustainability of our healthcare system. The IEN program was initiated in 2017, with an enhanced program of study commencing in 2018. To assess the relevance, design, and effectiveness of this enhanced IEN program. The evaluation involved a review of existing program documents and interviews with 34 key informants, covering three evaluation domains: relevance, design, and effectiveness. The revised IEN program of study remains pertinent. There remains a need for programs and initiatives that assist IENs in bridging their competency gaps to practice as registered nurses (RNs). From a design perspective, the program of study met the needs of IENs and successfully reached its target audience. The program proved effective; it achieved the expected outcomes and was delivered efficiently. Students and graduates reported that the courses were well-structured, comprehensive, and taught by competent instructors. Stakeholders and program participants agreed that the program offers culturally appropriate, ethical practice and exposes students to diverse nursing contexts. The enhanced program of study effectively addresses the needs of IENs by providing an accessible, flexible, and high-quality pathway for RN licensure
Towards Inclusive Syllabi in University and College Classrooms
No full textSyllabi are foundational documents for higher education pedagogies because they shape the learning experience for professors and students. This work explores key aspects of crafting an inclusive syllabus that promotes belonging, accessible design, asset-based content, inclusive language, and communicating dedication to accessible education through an inclusivity statement. Inclusivity isn\u27t just ethical; it\u27s essential. Accessible design ensures students have access to course materials; asset-based content broadens perspectives, promotes critical thinking, and affirms the experiences of students experiencing systemic marginalization; inclusive language fosters a welcoming atmosphere; and the inclusivity statement underscores the educator’s commitment to accessible education. Crafting an inclusive syllabus is complex, potentially transformative, and empowering for educators as champions of diversity, and contributes to greater equity in higher education within the realm of psychology. The strategies outlined are intended for immediate application by higher education faculty and staff seeking to transform their teaching environments.
Translating Cyclic Mathematical Representations: Effects on Students’ Learning Outcomes and Cognitive Processes in Covariation Problem-Solving
No full textResearch on students’ understanding of covariation has primarily focused on static, linear models, overlooking the cognitive challenges associated with translating dynamic and cyclic representations. Despite their relevance to real-world applications, few studies have examined how students process covariational relationships in cyclic contexts, thereby limiting effective strategies to improve their problem-solving abilities. Using a sequential mixed-methods design, the study was conducted with 53 first-semester students at STKIP PGRI Sumenep in Indonesia, during the 2024/2025 academic year. Data were collected through pre-tests and post-tests to measure changes in problem-solving performance, along with a closed-ended questionnaire administered to all students and structured interviews with six selected participants, which provided deeper insights into the cognitive processes involved. The findings revealed significant improvements in students’ ability to interpret and solve covariation problems after engaging in tasks that required translating between cyclic graphical and tabular representations. Specifically, students exhibited enhanced learning outcomes in recognizing periodicity, understanding variable interdependence, and applying functional reasoning in cyclic contexts. The cognitive analysis indicated that tasks involving representation translation helped students engage more deeply with the cyclical nature of mathematical relationships. These results suggest that focused instruction on representation translation can foster stronger cognitive engagement with complex mathematical concepts. The study emphasizes the importance of incorporating cyclic models into early mathematics instruction and recommends that curriculum developers prioritize representational fluency. Further research is needed to explore the broader implications of such instructional strategies in diverse mathematical contexts
Analysis of the Quality Assurance Effect of Sino-Foreign Cooperative Education from the Perspective of Students: A Case Study in Jiangsu Province, China
No full textSino-foreign cooperative education (SFCE) refers to the education offered by Sino-foreign cooperative education institutions. Students can gain international educational experience without leaving China. Foreign parties mainly provide teachers, researchers, courses, and resources. From students\u27 perspectives, SFCE has a comprehensive quality-assurance system, strong teacher support, sufficient and effective resources, and efficient management. However, there are some problems, such as students\u27 unclear understanding of the social role of quality assurance, a lack of evidence of process-oriented management in quality assurance content, and weak improvement in scientific-research ability, as reflected in students\u27 learning outcomes. The authors surveyed the quality-assurance effect of SFCE in Jiangsu Province, China, with 587 questionnaires recovered and 546 valid responses. Through the analysis, it was found that the quality-assurance effect of SFCE was affected by curriculum, teacher support, resource and management efficiency, multiple evaluations, and other factors. To further strengthen quality assurance, it is necessary to optimize this system and popularize it, supplement process-management links, highlight social-value guidance, and improve the training system for scientific-research ability by addressing the gap in high-level ability development
From Performance to Pedagogy: Insights Into Theatre Directing for Educational Purposes
No full textThis study investigates the pedagogical foundations and contextual relevance of theatre directing education within teacher preparation programs, with a particular focus on how directing practices align with contemporary teaching and learning demands. Employing a mixed-methods needs analysis, data were collected through curriculum analysis, classroom observation, surveys, and semi-structured interviews with lecturers, pre-service art teachers, and in-service educators. Findings reveal that directing instruction in higher education tends to privilege performance production and technical skills, while its pedagogical implications for school settings remain underexplored. Additionally, humanitarian and socio-emotional elements of theatre, which could enhance learner engagement and inclusive education, were inconsistently embedded in course design. These outcomes underscore the importance of reframing directing education as a learner-centred pedagogical practice that integrates critical reflection, contextual responsiveness, and educational theory. By positioning theatre not only as an artistic endeavour but also as a vehicle for meaningful teaching and learning, this research contributes to theoretical and practical discussions in teacher education and arts-based pedagogies
Understanding Teachers\u27 Experiences with Large-Scale Diagnostic Assessments in Indonesian Islamic Primary Schools: A Phenomenological Study
No full textThis research aimed to explore teachers’ experiences in participating in and following up on large-scale diagnostic assessments in Indonesia (Indonesian Madrasah Competency Assessment or AKMI). The research adopts a phenomenological approach within a qualitative methodology. Six 5th grade teachers from an Indonesian Islamic Primary School participated in this research. Data were collected through a series of focus group discussions (FGD). Data analysis was conducted in four steps: decontextualization, recontextualization, categorization, and compilation to identify the underlying meanings of the content. The findings of this research indicate that teachers’ experiences in participating in activities related to the implementation of the AKMI are described in four sub-themes: administrative knowledge and skills, numeracy literacy insights, item writing skills, and score interpretation knowledge. Teachers’ experiences following up on AKMI results are described in four sub-themes: socializing AKMI results, developing school programs, accountability for AKMI results, and material appropriateness
Systematic Comparison of Civics Learning Models in Elementary Schools: Indonesia Versus Finland
No full textThis study aims to systematically compare civics learning models of elementary schools in Indonesia and Finland. This study used the descriptive qualitative method with a literature review design. A systematic comparative literature review method was used, categorized as a configurative review. The data in this study consisted of secondary data sources, including scientific articles, books, and videos regarding civics learning models for elementary schools in Indonesia and Finland. The systems of civics learning models in Indonesia and Finland have several differences, such as: (1) the learning objectives of civics in Indonesia had a greater focus on cultivating character and multiculturalism; (2) the social system aspect is different; (3) the reflection and feedback aspects of civics learning are different; and (4) there are also differences in the instructional impact of civics learning. Meanwhile, the systems of civics learning models used in Indonesia and Finland have similarities, including: (1) civics learning in both countries aims to instill values related to rights, obligations, and democracy; and (2) both systems utilize contextual and experiential learning methods, including outdoor activities and real-life case discussions. Finland\u27s civics learning model is considered more comprehensive and participatory, as it fosters critical thinking, civic engagement, and a deeper understanding of democratic values and societal functions. The novelty of this study lies in its use of a systematic comparative literature review to analyze the design, delivery, and impact of civics learning in two distinct educational contexts
Advancing Technology-Enhanced Learning: A Systematic Literature Review of Innovative Frameworks and Emerging Technologies for Education 4.0
No full textThis paper addresses the integration of emerging technologies into Education 4.0 (Edu 4.0) frameworks, aiming to meet the evolving demands of Industry 4.0. It provides a systematic literature review (SLR) of innovative frameworks and models, analyzing 19 studies from a pool of 277 peer-reviewed articles published between 2020 and 2024. The paper identifies key frameworks incorporating technologies like AI and IoT and emphasizes adaptive, personalized, and collaborative learning methods. It highlights gaps in advanced technologies and frameworks for primary and secondary education. The paper contributes to technology-enhanced education by offering insights into the characteristics and applications of Edu 4.0 frameworks and proposes a preliminary conceptual framework for implementing Edu 4.0. Recommendations for practitioners include adopting adaptive learning methods, integrating advanced technologies, and expanding frameworks to early education. Researchers are encouraged to explore advanced technologies, address gaps in collaborative learning, and validate the proposed framework. The findings emphasize the potential for inclusive, technology-driven education systems that enhance digital literacy, adaptability, and lifelong learning. Future research should focus on empirical studies to refine the framework and investigate its applicability across educational levels, ensuring alignment with the skills needed for Industry 4.0
Enhancing Vocabulary Acquisition and Language Learning Through Corpus Linguistic Approaches: The Role of Onomastics in Teaching Batik Madura’s Cultural Identity
No full textResearch on corpus linguistics in language learning has primarily emphasized lexical patterns, collocations, and discourse structures, yet their application to onomastics remains underexplored. Research on Batik Madura’s naming conventions has largely been descriptive, lacking integration into vocabulary acquisition and cultural identity development in English as a Foreign Language (EFL) instruction. To address this gap, this study examines the impact of corpus-based onomastic analysis on students’ vocabulary acquisition and cultural awareness. A sequential mixed-methods approach was employed, involving pre- and post-tests and a closed-ended questionnaire to measure lexical retention, semantic comprehension, and cultural identity awareness among 53 undergraduate students at STKIP PGRI Sumenep, Indonesia. Additionally, structured interviews with six selected students provided in-depth insights into their experiences with corpus-based learning. The findings revealed that exposure to Batik Madura’s naming conventions through corpus analysis improved students’ ability to recognize word formations and contextual meanings, leading to a deeper understanding of linguistic structures. However, some students encountered difficulties interpreting abstract cultural meanings embedded in names. The study suggests incorporating explicit instructional scaffolding to bridge conceptual gaps. These findings highlight the potential of onomastics-based corpus analysis in enhancing vocabulary learning while underscoring the need for pedagogical adjustments to optimize its effectiveness in EFL contexts