University of Windsor, Ontario: Open Journal Systems
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Formation of Research Competence in the Future Primary School Teacher
No full textPedagogical research competence has recently become an essential educational outcome in future teacher training to conduct social and professional activities. The purpose of this study is to identify the state and means of development of research activity of future primary schoolteachers. A questionnaire survey of students at a pedagogical university was conducted. The conditions for the formation of the specified competence in the system of modern education of Kazakhstan are offered. During this empirical research, the level of students’ mastering of skills, which are the basis of research competence, was established. Future teachers at the stage of training need to receive proper research experience. The practical significance of this lies in the development of methodological recommendations, covering key, theoretical information about the features of pedagogical-research competence and its means of development, in the context of training future primary schoolteachers
Profiling the Dynamics of EMI Effectiveness Factor and Students’ EMI Course Satisfaction: The Case of Vietnam and Taiwan
No full textThis study explored the relationships between English as a medium of instruction (EMI) effectiveness factors and students’ EMI course satisfaction. In addition, responding to the call for adaptive EMI, it also examined how students and teachers’ background characteristics could shape such relationships. Using the convenience sampling method, 821 undergraduate students participated in the survey. The study affirms that three EMI effectiveness factors positively predict student EMI course satisfaction, while characteristics that are related to how students approach learning have the most effect on their satisfaction with EMI courses. These findings also affirm the complexity of student EMI course experiences, when considering both student and teacher demographic and background differences. The moderating effect of English proficiency and prior EMI experience differs significantly among such factors and student satisfaction. This research highlights that a cross-cultural outlook is more influential for Taiwanese students and courses with local teachers, while teaching characteristics are a stronger predictor for male students. The significance of each factor may fluctuate within diverse national contexts and is influenced by students and teacher backgrounds. Understanding and adapting to these contextual nuances will play a key role in elevating overall student satisfaction with EMI courses
Prompting Teacher Identities: A Model for Teacher Subjectivities Constituted Through Artificial Intelligence
No full textArtificial intelligence (AI) transforms the ethical and moral subjectivity of teachers, positioning them to navigate the complex convergence of technological advancement, intellectual autonomy, and teacher identity. The purpose of this paper is to offer a conceptual model for how teachers’ identities are constituted through AI prompt engineering. Poststructuralist theories are used to examine how the integration of AI in education reshapes the constitution of teachers\u27 identities, drawing from Michel Foucaut’s concepts of discourse theory, power/knowledge, governmentality, subjectivities, and technologies of the self. Focusing on three of Foucault’s specific technologies of the self—the confessional, the panopticon, and the examination—the paper examines how AI prompt engineering can be considered as a site of governmentality. A conceptual model, “teacher subjectivities constituted through artificial intelligence” (TSCAI) is suggested to illustrate the relationships among the theoretical concepts in a visual format. Reflective questions are posed for teachers to investigate how the model applies to their AI prompt engineering. Implications for practice and research of the TSCAI model are discussed, followed by a recognition of the limitations of the model. The paper concludes with suggestions for using the model in teacher-education contexts and encourages teachers to acknowledge their own identities while working with AI
AI and Transformative Learning in Higher Education: A Systematic Literature Review and Bibliometric Insights
No full textThis study comprehensively maps the development and trends in AI and transformative learning research in higher education from 2019-2025. Using a systematic literature review and bibliometric analysis, it answers six key questions to explore the evolution of AI integration in transformative learning. Analyzing 181 Scopus-indexed articles, the study utilizes R-studio and VOSviewer software, following the PRISMA method to assess author collaborations, theme evolution, and publication distribution. The results show a significant increase in publications on AI and transformative learning. Initially focused on general AI applications in education, research has shifted toward more specific themes like generative AI, personalized learning, and ChatGPT. Despite technological innovation, pedagogical studies on transformative learning, such as active and personalised learning, remain underexplored in AI contexts. The research also reveals that countries like India and Indonesia dominate the field, indicating regional research concentration. While AI shows potential to improve student motivation, writing skills, and personalized learning, challenges such as ethical concerns, digital literacy, and socio-cultural sensitivity persist, especially regarding academic integrity and AI dependence, which may reduce critical thinking and metacognitive reflection essential for transformative learning. This study affirms that AI must be integrated with a human-centered approach to support both learning effectiveness and critical reflection. Thus, the development of ethical frameworks, educator training, and international collaboration is crucial for the sustainable and inclusive implementation of AI in higher education. In conclusion, while AI offers significant potential for enhancing transformative learning, its successful integration into higher education requires careful consideration of ethical, pedagogical, and socio-cultural dimensions to ensure its responsible and impactful application
Teaching Reading in Canada: Curriculum and Assessment Policy Updates from the Provinces and Territories
No full textThe Ontario Human Rights Commission\u27s 2022 Right to Read report called for significant shifts in how reading is taught, emphasizing systematic, explicit instruction in foundational skills alongside meaning-focused objectives. The Commission\u27s call to action has reverberated across Canada, prompting provinces and territories to reconsider curriculum, assessment, and teacher preparation. This paper surveys the recent history and current status of reading reforms in Canada, asking: How have curriculum, pedagogy, and assessment changed? Who are the key drivers, and what challenges remain? We analyzed governmental reports, policy documents, and personal communication with educational leaders to craft profiles of each province and territory. Findings suggest that while reforms are underway in many jurisdictions, implementation varies depending on resources, professional learning infrastructure, and political culture. We argue that sustainable change requires enhancing teacher knowledge, affirming professional autonomy, and integrating culturally responsive and equity-oriented approaches with structured and systematic instruction. Ultimately, Canada’s unique policy context presents both challenges and opportunities for literacy education that ensures all children\u27s right to learn to read
Book Review Making Sense of the Learning Turn: Why and In What Sense Toys, Organizations, Economies, and Cities are "Learning"
No full textIn Making Sense of the Learning Turn, the editor, Anders Örtenblad, together with contributing authors, seeks to understand and communicate how the idea of learning has become one of the most prominent concepts of our time and of recent decades. From notions such as the learning toy and the learning society to the learning city and the learning organization, the volume asks: what is really meant by “learning”? The book explores the so-called learning turn, referring to the proliferation of terms in which learning functions as a premodifier. It investigates how this linguistic and conceptual trend has shaped discourses across a wide range of academic disciplines, including political science, economics, philosophy, linguistics, higher education, working life science, management and organization, and marketing. Contributors offer diverse perspectives; some interpret the learning turn as a matter of fashion, manipulation, or seduction, while others suggest alternative, more collective understandings of learning
AI and Machine Learning Intensifies Digital Transformation of Higher Education: Opportunities, Possibilities and Challenges
No full textThe new renaissance of Artificial Intelligence (AI) and Machine Learning (ML) has stimulated discussions on how advances in AI impact the educational sector and future educational policies. As such, this special issue recognizes the need for research to inform pedagogical practices and policies to ensure AI\u27s ethical and responsible application in education; hence, developing a more profound and nuanced understanding of its multifaceted benefits in the education sector is essential
Educating in Uncertainty: Research on Teaching and Learning as a Horizon for Universities in the 21st Century
No full textThe twenty-first-century university faces unprecedented complexity, uncertainty, and diversity, driven by social, technological, and cultural transformations that demand the preparation of professionals capable of addressing both global and local challenges. This article examines how the integration of research on teaching and learning can serve as a strategic axis for higher education institutions to respond to these challenges. Adopting a conceptual and analytical approach, this study synthesizes evidence from the Scholarship of Teaching and Learning (SoTL) and the Science of Learning to explore their complementary roles in shaping effective pedagogical practices. The findings indicate that research-informed teaching strengthens reflective competencies, promotes pedagogical innovation, and supports teachers’ professional development, while also informing curriculum design and fostering inclusive, adaptive, and collaborative learning environments. For students, this integration leads to deep and meaningful learning, fostering critical thinking, collaboration, and self-regulation skills. The significance of these results lies in the fact that aligning evidence-based teaching and learning strategies with institutional goals enables the university to operate as a dynamic ecosystem where research informs practice and learning, in turn enriching inquiry. This approach safeguards against misinformation and shallow learning, prepares graduates to navigate complex professional and social realities, and positions the university as a resilient and socially relevant model
Defining and Understanding Concepts of Decoloniality, Sustainability, Epistemic Justice in Creating a Community of Practice in Educational Leadership in Cameroon
No full textThis conceptual study employs a comprehensive review of existing literature, including government policies that provide key considerations for the understanding of such concepts as decoloniality, sustainability, epistemic justice in creating a community of practice in educational administration and leadership in Cameroon. Studies of this nature use research methods built on Afrocentric philosophies, theories and policies, well equipped to handle typical contextual issues relevant in understanding realities concerning educational leadership in Cameroon. This conceptual article present an epistemic decolonial framework that promote the use of universal methods of African knowledge practices in teaching educational administration and leadership will improve education service delivery in Cameroon. The present research present a sustainable leadership model to empower community of practice organisations made up of individual and institutional members dedicated to provide information in all aspects of environmental, economic, social, cultural, good governance and human sustainability challenges in the world. The notion of epistemic justice is empowered from the standpoint of African indigenous education, African philosophy of education included in educational leadership training of future leaders and managers. The Cameroon Council for Educational Leadership and Management Society (CCELMS); a professional community of practice organisation in the Department of Educational Foundations and Administration, Faculty of Education, University of Buea is applauded for her contributions of providing equitable knowledge creation in more diverse forms to promote educational leadership in Cameroon and the rest of the world.