International and Comparative Education Commons^™

Patterns Of Teaching And Professional Development Practices In Brazilian-Finnish Transnational Education, Terhi Skaniakos, Tahani Z. Aldahdouh, Johanna Annala, Pauliina Alenius, Vesna Holubek, Leonardo Drummond Vilaça, Vesa Korhonen

Journal of Comparative & International Higher Education

This study investigates teachers’ professional practices during the delivery of a transnational professional development programme by one Finnish university for a cluster of Brazilian private universities. The objective is to identify local instructors’ patterns of teaching (teachers’ personal-professional qualities), which are conceptualised as approaches to teaching and self-efficacy beliefs, as well as participation in professional development practices (professional cultures and professional development activities). An online questionnaire was sent to the teaching staff of five universities and 201 responses were received and analysed. The most important explanatory aspect was self-efficacy beliefs, which formed the basis for categorising teachers into meaningful clusters. …

An Investigation Of International Students’ Satisfaction With Their University Experience Using An Expectation Confirmation Theory Lens, Mehraz Sarker, Jonathan Worae, Jason D. Edgerton

Journal of Comparative & International Higher Education

This study examines how various challenges and support systems influence international students’ satisfaction, as reflected in their intention to recommend their university. Using the Expectation Confirmation Theory (ECT), it examines whether students’ initial expectations moderate the relationships between challenges and satisfaction, and between institutional support and satisfaction. Analysis of survey data (N = 712) indicates that the majority of international students report satisfaction with their university experience. Ordinal logistic regression analyses reveal that perceived institutional support and higher initial expectations are associated with increased likelihood of recommending the university. Conversely, academic and discrimination challenges are associated with decreased likelihood of …

From Where I Stand: Linking Positionality, Epistemology, And Methodology In International Higher Education Research, Sanfeng Miao

Critical Internationalization Studies Review

No abstract provided.

Seeking Kairos: Creating Oases Of Rest Through Contemplative Practice In The Elementary Classroom, Kaisu Aldom

Journal of Contemplative and Holistic Education

Seeking Kairos: Creating Oases of Rest through Contemplative Practice in the Elementary Classroom

This article introduces rest and restfulness as contemplative practice in the context of elementary schooling. As a Canadian elementary teacher, I have been researching ways to introduce contemplative practices of education to support children in their well-being. Children struggle under the pressures of expectations to achieve and excel, to conform and perform, which just as well applies to their teachers. Schooling in a burnout society prioritizes achievement, productivity, and always doing something: “No time to waste” and “keep busy” are mandatory. Not incidentally, the etymological meaning of …

Educators' Reflections On Competency-Based Learning: Reflecting 5 Years Of Nep 2020, Gaurav Agarwal, Anannya Chakraborty, Dimple Sood, Priyanka Sharma, Aditi Malviya, Shreevarshini K, Abha Bhagat

ACER India

The National Education Policy (NEP) 2020 brought a significant transformation in India’s education system by promoting a more holistic, adaptable, and skills-focused approach to learning, moving beyond rote learning. At the core of this shift is Competency-Based Learning (CBL), which encourages the development of essential skills like critical thinking, creativity, and application of what students learn in real life. To make this shift meaningful, understanding the thought process and perspectives of teachers who operationalise CBL principles is crucial. Their experience and insights can help identify the systemic supports that are necessary to build a strong foundation for teacher and student …

Volume 8 (2025) The Spanish Language, Language Variations, Cultures And Responsibility

International Journal on Responsibility

This issue reflects an intentional and profound commitment to linguistic inclusion, cultural diversity, and the shared responsibility of scholars to broaden the scope of academic dialogue beyond the boundaries of English. The essays collected here invite us to reimagine bilingualism not only as a communicative skill but also as a moral, social, and institutional responsibility.

Esta edición representa un compromiso intencional y profundo con la inclusión lingüística, la diversidad cultural y la responsabilidad compartida de ampliar los horizontes del diálogo académico más allá de los límites del inglés. Los ensayos aquí reunidos nos invitan a reimaginar el bilingüismo no solo …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Evaluating Sustainability Research In Argentine Higher Education, María Belén Arias Valle, Frederic Marimon Dr.

Higher Learning Research Communications

This study analyzes the integration of sustainability into the research activities of Argentine higher education institutions (HEIs), both public and private. Through a quantitative approach, 132 HEIs were evaluated regarding the presence of sustainability research lines, the inclusion of this topic in strategic plans, and the existence of specialized institutes and academic publications. The results indicate that only 26% of HEIs have established research lines on sustainability, with greater participation from public universities. However, the overall commitment is uneven, with only 55% of institutions including sustainability in their strategic plans. The limited presence of observatories, specialized journals, and research centers …

Students As Informants: Methodological Considerations In Education Agent Research, Pii-Tuulia Nikula, Ying Yang, Rica Agnes Castaneda

Critical Internationalization Studies Review

No abstract provided.

Camp David Accords Lesson Plan With Simulation, Natalia Burgess

Teaching Social Studies in the Peach State

The Camp David Accords resulted in a peace between Egypt and Israel that lasted 45 years, but failed to achieve the broader effect that Jimmy Carter was aiming for which was peace in the Middle East. With this lesson plan students taking U.S. History at the secondary education level will analyze U.S. international and domestic policies including their advancements and social changes during the Carter administration. Students will evaluate key issues between Egypt and Israel by analyzing the successes and/or failures of the Camp David Accords. Students should be able to identify conflict and change by understanding when there is …

Book Review, Rita Locatelli

Journal of Comparative & International Higher Education

No abstract provided.

Science Education For Democracy And Sustainability: A Transnational Critique Of Policy Texts In A Fast-Globalizing Reform Ensemble, Geraldine Mooney Simmie, Sara Tolbert

Democracy & Education

In a fast-globalizing reform ensemble, we reframe science education for a concept of civic engagement connected to a new social contract for democracy and sustainability. The American philosopher of education John Dewey, writing in the early 1900s, asserted that democracy requires a facelift with each generation in order to respond to the urgent needs of the moment. Dewey asserted that education acts as a midwife in the delivery of democracy. In this transnational comparative study, we conduct a generative critique of science education reforms in two democratic nation states, Ireland and New Zealand. We draw from critical and feminist perspectives …

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

Enhancing Assessment Of Early Childhood Learning And Development, Stephanie Templeton, Dan Cloney, Sandra Knowles, Ursula Schwantner

Global education monitoring

This policy brief aims to assist governments and development partners in creating and enhancing assessments of early childhood learning and development to inform the creation of evidence-based policies and practices. It draws on the Global Education Monitoring (GEM) Centre's Monitoring learning in the early years: A review of early childhood assessments to support global monitoring.

Do Micro-Level Support Areas Impact International Students’ Perceived Academic Success?, Taiwo O. Soetan

Journal of Comparative & International Higher Education

This study examined the micro-level support areas for international students at a higher education institution (polytechnic) in Canada to determine their perceived academic success using the Bronfenbrenner theory of human development at the micro-level. A quantitative study was conducted to measure the impact of micro-level support areas on international student’s perceived academic success. A target sample of 399 international students was recruited to participate in a hard copy, one on one survey in the 2019 winter semester. The results of this study show that international students’ support areas at the micro-level were strongly related to their perceived academic success. The …

Teacher Educators’ Languaging For More Just English Language Education In Ecuador, Adeline De Angelis

Journal of Comparative & International Higher Education

This article describes how English language teacher educators in Ecuador envision their languaging practices contributing to more just English language education in a Global South context. The study took a capabilities approach informed by Latin American decolonial theory. Findings are based on a qualitative thematic analysis of focus group interviews conducted with 37 instructors teaching English language teacher education content courses at 18 universities. The findings illustrate two distinct theories of change: through best practices and through contextualization. Teacher educators linked English-only practices with developing teacher English proficiency, holding teachers accountable to standards, and preparing them to ultimately enact global …

Alternative Multilingual Paradigms Using Translanguaging: Decolonizing Strategies For Blacks And Indigenous Literacies In The Global South, Mercia Santana Flannery, Oseas Bezerra Viana Júnior (Universidade Federal Do Agreste De Pernmabuco, Brazil),, Kleber Aparecido Da Silva (Universidade De Brasília, Brazil).

Journal of Comparative & International Higher Education

No abstract provided.

An Autoethnographic Study: Perspectives And Insights Of A Cross-Cultural Educator On Curriculum And Pedagogical Variation In Internationalization Of Higher Education, L. Ge

Journal of Comparative & International Higher Education

This auto-ethnographic inquiry utilizes autobiographical narrative to delve into my experiences and narratives as a cross-cultural educator simultaneously teaching at a Chinese and Canadian university. The aim is to ponder the interconnections, differences, and challenges within formal cross-cultural curriculum design and pedagogy, informal curriculum, and hidden curriculum and engage with academic environments and broader communities. Specifically, the study will examine the content, teaching methodologies, student learning, assessment practices, and the learning environment based on my experiences in an intercultural educational setting, as well as my coping strategies. The constructivist paradigm serves as the theoretical framework to explore my perceptions and …

Aprender Inglés En La U-Diversidad: The Case Of Colombian University Students With Multiple Marginalized Identities Disrupting Colonial Language Policies And Curricula, Maure Aguirre-Ortega, Yenny Chavarría, Claudia Gutiérrez

Journal of Comparative & International Higher Education

Required to learn English, Black, Indigenous, Migrant and Rural Colombian university students often find themselves oppressed by a colonial curriculum that overlooks their intersecting marginalized identities. Drawing from decoloniality and intersectionality, this paper discusses how coloniality and students’ plethora of identities converge in the English classroom and engage in a dance of oppression and resistance. Mediated by participatory dialogues, results of this (case) study indicate that engaging these minoritized students in a collective initiative to decolonize the English classroom enabled them to a) value the social, cultural, and linguistic identities of their territories b) reflect on the implication of colonial …

The Need For Alternative Pedagogies, Mercia Santana Flannery, Oseas Bezerra Viana Júnior (Universidade Federal Do Agreste De Pernmabuco, Brazil), Kleber Aparecido Da Silva (Universidade De Brasília, Brazil)

Journal of Comparative & International Higher Education

Our ever-evolving societies have faced a myriad of changes in a relatively short span of time. From a heavy focus on globalization to its undesired effects in education across the Global South, from migratory movements, shifting political and ideological landscapes to technological innovations, the impacts on how our students learn and engage with the world has also been in flux. Considering these complexities, this chapter highlights the urgent need for alternative practices and perspectives in language education, and for adaptation in light of the context specific contingencies that teachers and learners face.