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Anecdotes of affinity and professionalism
No full textIn this brief chapter, the editors compile and discuss anecdotes from more than 10 additional contributors to the festschrift that offer a glimpse into the professional and personal impact of Patricia Shehan Campbell. It is hoped that these diverse stories of affinity and professionalism will helpfully serve as inspiration to aspiring educators, scholars, and mentors.</p
Pedagogies for executing impactful AI literacy programs
No full textThe open access version is available at https://doi.org/10.22318/icls2025.237567Given the recent democratization of artificial intelligence (AI), it is imperative to equip educators with the essential conceptual knowledge and competencies required for success as professionals. We describe design and evaluation of two iterations of a two-day synchronous workshop for N = 62 in-service teachers, which offered a non-technical introduction to AI and its cutting-edge applications in education. Teachers’ readiness to engage and build with AI using pre-post validated surveys showed improvements of up to Cohen’s d = 1.63, reflecting the significant potential of brief well-designed AI literacy programs in upskilling educators.NIE-SUG 5-23 T
Interpreting violence: Pedagogies of ethical criticism for the support of critical multiculturalism
No full textHyperglobalization, characterizing our present age, has provoked deeper commitments to cosmopolitan education. Literature plays a fundamental role in cultivating critical ethical sensitivities and provides the launchpad for ethical deliberation among different communities. In this chapter, we explore how pedagogies of ethical criticism can push the boundaries of superficial multiculturalism in order to support more critical multiculturalism. We argue that pedagogies of ethical criticism that seek to develop committed cosmopolitan engagements should foreground violence as a central concept in the processes of interpretation. Ethical criticism, as a critical hermeneutics of violence, encompasses interpreting epistemic violence, mapping the webs of violence, and effecting transformative change from within. We provide examples of how literary texts that represent and problematize violence in its various manifestations – subjective, symbolic, systemic, and so on – can catalyse critical interrogations of injustices that provide the starting point to empowering students to become ethically aware and invested in the flourishing of others
Heteroanionic halogenated TiBTx MBene protective layer with dual‐functional zincophilic and hydrophobic characteristics for dendrite‐free zinc anode
No full textTwo-dimensional (2D) hexagonal transition metal borides (h-MBenes), emerging members of 2D materials, demonstrate significant potential as protective layers for metal anodes. However, conventional MBenes synthesized by wet etching have massive oxygen-containing terminations imported during chemical synthesis process, with zincophobic and hydrophilic, resulting severe dendrite growth kinetics and compromising electrode performance. In this study, we report a novel hetero-halogen TiBTX (TX = Cl and I) h-MBenes through a halogen-radius-isomerization strategy, enabling precise mixed-halogen functionalization to create an ultrahigh zincophilic and hydrophobic microenvironment. Compared to single -I terminations, the mixed-halogen TiBTX exhibits significantly enhanced zincophilicity with ordered Zn2+ adsorption, attributed to the asymmetry-inductive effect of the larger-radius -I ions. Simultaneously, the -Cl moieties serve as a protective barrier, mitigating water-induced corrosion of the Zn anode in aqueous electrolytes. Notably, the dual-functional TiBTx-31 layer (TiBI0.32Cl0.13) demonstrates exceptional electrochemical performance, achieving a prolonged cycling life exceeding 2000 hours an impressive average coulombic efficiency of 99.86%. Furthermore, the TiBTx-31@ZnNVO full pouch cell maintains 95.3% capacity retention over 100 cycles. This work highlights the innovative halogen-radius-isomerization approach for interfacial engineering by tailoring halogen terminations, offering new insights for the development of high-performance h-MBenes-based energy storage devices.</p
Facilitating students’ emotional engagement in synchronous online learning: A systematic literature review
No full textThe open access publication is available at https://doi.org/10.19173/irrodl.v26i1.7732Learners’ emotional engagement in synchronous online learning (SOL) is critical for improving learning persistence and performance. Nevertheless, there is currently a lack of comprehensive and systematic reviews of emotional engagement in SOL. This review synthesizes the strategies to promote emotional engagement in SOL found in published empirical studies. A total of 32 articles were systematically analyzed by following the grounded theory approach. The primary themes were grouped into four categories: (a) instructor actions (e.g., interacting informally before and after class, encouraging the expression of ideas), (b) learner behaviors (e.g., building rapport with peers, recognizing individual accountability), (c) environment characteristics (e.g., creating a supportive atmosphere, selecting communication modes), and (d) activity design (e.g., using breakout rooms, embedding diverse elements). These findings offer comprehensive understanding and guidance for promoting emotional engagement in SOL for instructors, researchers, and course developers.OER 11/21 WQ
Personalized learning supported by learning analytics: A systematic review of functions, pathways, and educational outcomes
No full textThis systematic review explores the integration of learning analytics within personalized learning frameworks, highlighting its functions, pathways, and educational outcomes. Personalized learning, characterized by tailored educational experiences, is increasingly supported by learning analytics, which leverages data to enhance instructional design and learner engagement. The review synthesizes findings from 39 empirical studies published between 2019 and 2024, revealing three primary functions of learning analytics: data collection and analysis, personalized feedback mechanisms, and optimization of teaching strategies. Additionally, it identifies key pathways for effective integration, including data-driven feedback systems and the dynamic adjustment of learning paths through technological platforms. The outcomes associated with these practices demonstrate significant improvements in academic achievement, learning processes, and learner motivation. This research underscores the potential of learning analytics to foster adaptive learning environments that meet diverse learner needs while addressing challenges related to data privacy and ethical considerations. The findings provide valuable insights for educators and researchers aiming to enhance personalized learning through data-informed strategies, ultimately contributing to the advancement of educational practices in a rapidly evolving digital landscape
Values education in Singapore’s preschool education landscape: How leaders lead and teachers teach
No full textRecognizing the need for making values education explicit from early childhood, Singapore’s Ministry of Education (MOE) identified four values to be taught in the preschool curriculum. The revised Nurturing Early Learners (NEL) framework, a national curriculum framework for preschool education, explicates respect, responsibility, care, and honesty as values that should be cultivated in preschool children. As values are sociocultural constructs, the interpretations of values could be varied and complex in a multiracial and multireligious society. This article draws from a study that explored what these values mean in Singapore’s multicultural context and how preschool leaders and teachers implement values education. The multidimensional qualitative study solicited multiple perspectives from religious leaders, government officials, preschool leaders, and teachers from various preschool operators. Semi-structured interviews and focus group discussions were conducted and thematically analyzed. The findings provide recommendations for leading values education and teaching values in preschool centers through fostering a culture of well-being and using a three-pronged approach—Live it, Embed it, and Teach it.Accepted versio
Examining educational transitions and pathways in Singapore: from secondary to post-secondary
No full textThis brief was based on the project OER 06/21 MCCY: Examining Educational Transitions and Pathways in Singapore: From Secondary to Post-Secondary
文学教育初探：以新加坡华文文学教育为例 (A preliminary study on literary education: A case study of Chinese literary education in Singapore)
No full text本研究以新加坡华文文学教育为研究对象，在全球化与多语社会的背景下，系统考察其课程体系的发展特征与调适机制。基于陈世骧（1971）的“中国抒情传统”理论和王赓武（2011）的“华化-同化-异化”模型，构建“美学传承-文化
调适”双维分析框架，通过文献分析和比较研究方法，系统考察2006-2021 年间新加坡华文文学课程的演变轨迹。研究发现，新加坡华文文学教育形成了独特的发展模式：在课程设置上设置“语-文分科”的分层体系，与内圈地区的“大语文”
体系形成鲜明对比；在教材编选上实现古典抒情传统的本土化转化，通过《放逐与追逐》等本土文本重构文化认同；在教学方法上融合互动策略与数字技术，构建“线上-线下”联动的教学模式；在评估体系方面，延续H2/H3 华文文学课程标
准2006 年以来的开卷考试传统，并在2021 年课标中强化形成性评价与终结性评价的系统整合，实现“教-学-评”的深度衔接。研究同时揭示课程发展面临的主要挑战：英语主导的“功能性单语”倾向（吴英成、冯耀华，2017）导致选修率
下降；2014 年后课时压缩影响教学深度；升学机制制约学科选择。这些结构性因素直接影响课程的文化传承效果。本研究的理论价值在于：将抒情传统理论拓展至离散语境分析，建立“政策文本-课程标准-教材内容”的系统研究框架，并通
过考试材料分析验证评估成效；实践意义在于为《母语教育强化法案》（2024）的实施提供参考依据。研究结果表明，新加坡经验的核心在于：在保持抒情传统美学特质的同时，通过课程专业化、教材本土化和评估创新实现创造性转化，为
多语社会的母语文学教育提供了重要借鉴