Editors’ Introduction to Special Theme Issue: Meanings Under the Microscope (Part 4)

Articles in Part 2This is the second of the three-part inaugural theme issue of the International Journal of Pedagogies and Learning, which publishes the first wave of the refereed proceedings of the 2nd international pedagogies and learning conference. The conference, which was held at the Toowoomba campus of the University of Southern Queensland in Australia between 18 and 20 September 2005, had the theme Meanings Under the Microscope; the refereed theme articles in this issue contribute to a widely ranging and thorough engagement with how meanings in teaching and learning are constructed and with what effects. The remainder of this editorial introduction outlines the articles appearing in this issue.The first article, by Farrah Fayyaz, M. Ashraf Iqbal and Yasser Hashmi from the National University of Computer and Emerging Sciences and the Lahore University of Management Sciences in Pakistan, is part of a broader project to which articles in Parts 1 and 3 contribute also and is concerned with barriers restricting Pakistani engineering students' understandings of the complex concepts associated with semiconductor electronics. The authors draw on concept maps developed by students and structured interviews with students and instructors to elicit these barriers and identify the learning bottlenecks that they represent. On the basis of these data, and calling on relevant learning theory constructs, the authors advocate selected teaching methodologies to enhance students' learning of this intricate topic.In the second article, by Ting Wang and Shujie Zhang from the University of Canberra in Australia, the authors turn their attention to the strategies needed to enhance the effectiveness of the in-service training of Chinese police officers working in Beijing and studying part of their program in Australia. Data gathering and analysis focus on a qualitative study of semi-structured interviews with five officers. The study highlights crucial differences between individual and organisational learning needs, between Chinese and western approaches to andragogy and between the contexts of training in Australia and working in China.Ian Eddington, from the University of Southern Queensland in Australia, uses the third article to pose important questions about the connections among the soul, the mind and contemporary science education. The article deploys writings by Plato, Berkeley and other authorities to posit different aspects of the soul in premodern, modern and postmodern times, which are then linked with the pedagogical issues of teaching methods and concept changes. The author argues that science and science education should continue to use common sense appeals to experience as the warrants for their claims about knowledge construction.In the fourth article, by Beverley Moriarty, Patrick Alan Danaher and Geoff Danaher from Central Queensland University and the University of Southern Queensland in Australia, attention is given to the mobile communities of the Australian show people as cooperative and symbolic communities of practice. …

The demand for engineers and their educators has been continuously growing in Australia. In recent years, the academia and industry leaders have proposed and implemented a number of strategies to meet the demand. One of these strategies in the State of Queensland has been the formation of power engineering alliance (PEA), which brings together industry and university partners with a common interest in education, research and professional development associated with power engineering. The objectives of the PEA are to boost the quality and number of engineering graduates with the skills and motivation for a career in power engineering, and to contribute to their ongoing professional development. Central Queensland University (CQU) has been one of the leading university partners to this alliance. CQU has been recognised as a provider of engineering teaching excellence to the Central Queensland region and beyond.

Numeracy literacy and mathematical logical thinking have a significant relationship in mathematics learning. Therefore, the study of this literacy examines the relationship between literacy, numeracy, and the development of students' logical thinking in the domain of mathematics education. This research aims to delineate the impact of numeracy literacy and logical thinking in shaping students' abilities to understand and apply logical principles in the context of mathematics, given the fundamental importance of literacy and numeracy skills. In this study, a literature review is employed to examine the relationship between literacy, numeracy, and logical thinking in the context of mathematics. The methodology used involves data collection, review processes, and in-depth analysis of scholarly articles sourced from Google Scholar, JSTOR, and PubMed. A total of 105 articles were analysed and categorized into the contexts of literacy, numeracy, and logical thinking in the context of mathematics. The research findings indicate the complexity of the interrelationship between literacy, numeracy, and logical thinking in mathematics education. This research contributes to offering insights into numeracy literacy and logical thinking for educators, researchers, and policymakers interested in enhancing the quality of mathematics education.

As students undertake their tertiary studies and subsequently face the challenges of their increasingly competitive professions, it is essential to recognise the need to take a more active, early, formal and direct approach to the enhancement of their critical thinking, problem solving, teamwork and communication skills. This paper reports on a course, Reasoning and Critical Thinking for Information Systems (IS) Professionals, which provides a discipline focus to the development of these skills and forms part of the core curriculum in the Bachelor of Information Systems degree at Australian Catholic University (ACU) National. The mechanisms introduced to engage students actively in the development of their individual metacognitive processes are discussed and conclusions as to the effectiveness of the methods are drawn. The paper goes on to provide a rich description of how the academic team involved in the curriculum development, presentation and assessment have used action research as the means of informing their pedagogical practices. The paper finishes by providing insights into how the skills addressed in this course, as well as the pedagogical practices that have evolved, may be used to inform other academics and courses offered in the degree program.

This qualitative study examines the effectiveness of Problem-Based Learning (PBL) models in developing critical thinking and 21st-century skills among middle school students in multicultural classroom environments. Through an interpretive qualitative approach employing in-depth interviews, classroom observations, and focus group discussions, this research explores how PBL methodologies foster active learning and enhance students' analytical capabilities across diverse cultural backgrounds. The study involved 24 middle school teachers and 72 students from three multicultural schools in Indonesia, implementing a purposive sampling strategy. Data analysis utilized Braun and Clarke's reflexive thematic analysis framework to identify patterns and themes related to critical thinking development and cross-cultural learning experiences. Findings reveal that PBL significantly enhances students' critical thinking abilities, promotes collaborative problem-solving skills, and facilitates meaningful cross-cultural interactions. The research demonstrates that multicultural PBL environments create authentic learning opportunities where students develop both cognitive and social competencies essential for 21st-century success. However, implementation challenges include teacher preparation requirements, resource limitations, and the need for culturally responsive instructional materials. The study concludes that well-structured PBL approaches in multicultural settings effectively prepare middle school students for complex problem-solving while fostering intercultural understanding and communication skills. These findings contribute to educational scholarship by providing evidence-based insights into the integration of active learning methodologies with multicultural education frameworks

Within the US defense community, strategy making has become a narrow-minded exercise rooted in the concepts of ends, ways, and means and the whole-of-government approach.Strategic thinking can be improved by defining strategy as a theory of success and understanding that the purpose of strategy is to create advantage, generate new sources of power, and exploit weaknesses in the opponent.This analysis of the 2009 Afghanistan policy review and strategy-making process illustrates an approach to overcoming dysfunctional strategic practices.

Griffith University was founded in 1971 as a Higher Education Institution (HEI) to introduce Australia’s first degrees in environmental science and Asian studies. It has 50,000 students and 4,000 staff members across its five physical and one digital campus. Griffith University is ranked within the top 2% of global universities and has a long history of education for sustainable development. This chapter presents the results from 70 survey respondents. The focus of the university is on cross-cutting themes, followed by social issues, economic issues, and environmental ones. The contribution is medium and the strength is high. The ranking of the competences shows Critical thinking and analysis is the highest one, followed by Inter-personal relations and collaboration. The ranking of the pedagogical approaches resulted in Project- or Problem-based learning and Lecturing being the highest ranked, followed by Case Studies. The correlation analysis showed that Jigsaw/Interlinked Teams developed the most competences, followed by Eco-justice and community, Community service learning, and Place-based environmental education. The competences most developed were Strategic action, and Personal involvement. The results show that more insights into the implications of sustainability issues and how they are addressed could be considered in the different departments/schools of the university. The results also present a snapshot of key pedagogical approaches that have been undertaken at Griffith University to develop sustainability competences.KeywordsGriffith UniversityAustraliaTeaching sustainabilityContribution to sustainabilityCompetencesPedagogical approachesCorrelation analysis

The principal object of this article is to highlight the changes to lifestyle, culture, society, and architecture emerging or likely to emerge as a direct result of developments in communications technology. Its secondary objective is to provoke discussion and a little healthy dissent in the academic community. The methodology employed is of the reflective phenomenological paradigm; reading and broad personal observations have formed the basis for trend identification and critical reflection which provide the main thrust of the article. The definition of literacy must be revised to embrace the new technologies, and the definition of creativity must emphasize synthesis at the expense of genesis. Of particular concern is the erosion of cultures and languages. The author argues that far from promoting democracy and enfranchising the general populace, technology effectively undermines the basis of democracy by the creation of an information underclass. This class will have the right and means to take part in the democratic process but will lack the information necessary for the decision-making process. Far from introducing an electronic agora, technology is moving societies toward a form of Jeffersonian democracy in which property rights will take precedence over human rights. McLuhan's (1970) global village vision is critically examined against the emerging reality, and the author concludes that the global village is unachievable in the medium term, partly for technical reasons and partly for social reasons. The communications revolution is not a liberating experience for most people; instead, life has come to be measured in seconds. With a corresponding loss of longer-term focus and sense of place. The author concludes that steps must be taken to preserve the quality of the media and the standard of its content; these are unlikely to arise from the "connected masses" and can only come from organizations and governments. The right to freedom of speech does not imply the right to be heard. Some controls must be enforced on the Internet to ensure the survival of art, culture, and national identity. Perhaps most contentious is the view that those most closely involved with the development of the technology should take some responsibility for their creation. Convergence in media is resulting in collisions in society at large. Finally, McLuhan's statement "The medium is the message" is examined and found wanting: the medium is not the message any more than the marketing is the product.

This qualitative research investigates the potential of Generative Artificial Intelligence (GenAI) in fostering critical thinking within multicultural educational environments, specifically examining student perspectives from a Korean university context. A qualitative methodology was employed to deeply explore participants’ experiences and capture unique cultural, social, and personal factors that influence each student’s perspective. Through semi-structured interviews with participants from diverse cultural backgrounds, the study reveals that GenAI offers a promising platform for mitigating the challenges of language barriers and supporting cultural adaptation. The research highlights the significance of creating a critical classroom atmosphere, encouraging students to express their insights openly and freely. The integration of GenAI in multicultural classrooms emerges as a synergistic educational approach that not only addresses diverse student needs but also empowers active learning processes.

The integration of artificial intelligence technologies in early childhood education represents a significant paradigm shift in pedagogical practices, yet comprehensive critical analyses of AI's role as an innovation catalyst remain limited. This systematic literature review aims to synthesize recent research examining AI-driven innovations in early childhood pedagogy, identifying key trends, opportunities, and challenges for children aged 0-8 years. Following PRISMA guidelines, a comprehensive search across multiple databases yielded 34 high-quality studies published between 2019-2024. Data extraction employed a structured coding framework examining AI technology types, pedagogical applications, theoretical alignments, and ethical considerations. Results revealed four primary AI technology categories: intelligent tutoring systems (41.2%), educational robotics (35.3%), natural language processing (17.6%), and computer vision systems (5.9%). Educational robotics demonstrated the highest learning outcome improvements (42%), followed by intelligent tutoring systems (35%). AI technologies successfully enhanced personalized learning delivery, social-emotional development, and STEM skill acquisition while maintaining alignment with constructivist and play-based learning principles. However, significant challenges emerged regarding data privacy, algorithmic bias, teacher professional development requirements, and digital equity concerns. The findings indicate that while AI serves as a powerful catalyst for pedagogical innovation, successful implementation requires intentional approaches prioritizing developmental appropriateness, ethical considerations, and equitable access to ensure AI enhances rather than replaces essential human elements in early learning environments.

How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020

In the article, the authors reveal current issues regarding the expediency of using authentic literature in English language classes in higher education institutions. Emphasis is placed on the need to introduce innovations into the educational process in order to train a competitive specialist who is able to freely express opinions and carry out analytical activities in accordance with modern challenges. The aim of the article is to investigate the effectiveness of using authentic literary texts in English language classes, which contributes not only to the deepening of language skills, but also affects the comprehensive development of the student's personality, forms cultural awareness and activates critical thinking. Modern foreign studies were analyzed, which considered the advantages of using literary texts, in particular, confirmed their role in the formation of cultural awareness of students, promoting the development of critical thinking and emotional intelligence, improving creative writing based on offered tasks. The attention of researchers is focused on the expediency of using modern literature, taking into account the relevance of the topic and its diversity, which makes language learning interesting, conscious and productive. The authors of the article analyzed the pedagogical advantages and practical application of modern literature in educational programs, in particular, indicated their effectiveness and efficiency. A survey was conducted for students of the first (Bachelor's) and second (Master's) levels of higher education in order to find out the influence of authentic modern literature on the development of language skills and critical thinking. The answers of the respondents regarding the question of the effectiveness of the use of the mentioned literature in English classes, the understanding of the author’s position and their own vision of the problematic of the work were analyzed. It is concluded that working with an authentic text in class activates the educational activity of students, provides an opportunity to freely express their own opinions, discuss and justify their own position.

This chapter describes an innovative new approach to improve the learning experience of Bachelor of Aviation students at Griffith University, Queensland Australia. As part of their course, the students were asked to create videos and answer reflective questions on the associated learning experience to allow them to reflect on content including aspects of aviation regulation, aerodynamics, flight preparation, aircraft technical, as well as safety and procedural flying. This approach to teaching has been shown to potentially improve the way in which pilots are educated to implement the theory they learnt into practice and thus enhance learning. This is especially relevant under the current circumstances of high pilot demand worldwide and continued pressure to produce more pilots in more efficient ways. In the flight procedures course, the students recorded the videos while practising certain flight tasks on computer workstations in a computer laboratory. Students were able to use screen recording software, before they answered reflective questions that were then assessed. Evaluations of the innovation that were completed afterwards showed that the technique was regarded as highly effective by both students and the academics teaching the course.

Aim. This study investigates how first-year Ph.D. students who lack prior teaching experience perceive the role of virtual discussions in developing their teaching-related competencies, including pedagogical and communicative skills. Methods. Data collected from debutant Ph.D. students at three universities in 2021, 2022, and 2023 was analysed using a phenomenographic approach. The Community of Inquiry (CoI) framework (Garrison et al., 2000) guided the design of discussion tasks and the analysis of students' experiences, enabling a deeper understanding of the value students place on virtual discussions. Results. The analysis identified four primary benefits of virtual discussions in the study process: (1) as an interactive study method, (2) as a medium for enhancing clarity in thought articulation, (3) as a tool for developing topic-specific discussion skills, and (4) as a way to foster personal growth in communicative competencies. These benefits contribute to Ph.D. students' preparedness to engage in collaborative academic environments and build essential interpersonal skills. Conclusions. Even though the discussion method and the discussion are treated as an "unusual study" format, the discussion method is not familiar to debutant teachers with no teacher training background. If organised correctly, the discussion increases students' social and cognitive presence and fosters critical thinking and empathy. Virtual discussions serve as a valuable learning tool and contribute to developing valuable skills and enhancing participants' academic and personal growth. The findings suggest that incorporating structured virtual discussions as an instructional method in synchronous higher education settings could be beneficial for developing Ph.D. s

This article is a critical reflection on the manifoldness of the notion of “partnership” in Critical Infrastructure Protection. It is argued that the partnership arrangement can be a promising political approach to CIP if the details of public-private cooperation – that is: the participants, the duration, the responsibilities and duties, as well as possible financial compensation – are formalized. Illusionary ideas of a “partner-like” relationship between the public and the private, such as those laid down in the German “National Strategy for Critical Infrastructure Protection”, are, however, doomed to fail. State authorities have to actively offer binding regulatory arrangements to private CI firms in order to establish which companies genuinely agree to cooperate – and which do not. Due to the state's constitutional obligation to guarantee national security and protect the life and health of its citizens, introducing legal requirements is the only possible reaction to a company's refusal to cooperate. In order to avoid overly intrusive market intervention, the state's offer to private firms or their industry associations to conclude binding regulatory contracts on CIP matters may serve as a promising compromise between a laissez-faire approach and regulation.