Providing a window on educational leadership from an Asian cultural perspective, Liu and Thien's edited collection explains how educational leadership is linked to national culture in the context of various Asian countries. While most studies on this topic are built on the Western paradigm, this book examines the measurement of school leadership from diverse perspectives by considering the cultural context when studying educational leadership. With reference to cross-cultural perspectives, the authors investigate the relationship between leadership for learning and community culture, in addition to the relationship between leadership style and culture. The text provides a theoretical basis for understanding leadership in the context of Asian countries, and offers practical suggestions for identifying effective and culturally sensitive leadership practices in similar cultural contexts.

The 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.

This study discusses the impact of digital technology on Balaghah learning among students. Through the implementation of interactive media, educational videos, and gamification elements, the literature indicates potential improvements in students' understanding of Arabic language theories. Digital technology not only enhances engagement and motivation for learning but also provides broader access to information sources, allowing students to explore the material independently. Despite challenges such as student distraction, the advantages of integrating technology appear to outweigh the drawbacks. The study emphasizes the need for effective classroom management approaches to minimize disruptions. By applying innovations in learning, it is hoped that students will gain a deeper understanding of Balaghah theories and appreciate the beauty of the Arabic language. The literature highlights the importance of technology in creating engaging and relevant learning experiences for students in the digital age.

Strategi dan kemanjurannya dalam mendukung anak-anak dengan ASD untuk mempelajari keterampilan motorik belum banyak dibahas. Oleh karena itu, sedikit informasi yang tersedia tentang subjek ini. Tinjauan sistematis ini dirancang untuk menggambarkan strategi pembelajaran keterampilan motorik untuk anak-anak dengan ASD usia sekolah. Metode yang digunakan dalam penelitian ini adalah metode PRISMA. Artikel diambil dari 2 basis data, yaitu: scopus dan web of science. Artikel-artikel dikumpulkan dari tahun 2009 hingga 2025 dan 17 artikel memenuhi kriteria inklusi dan eksklusi. Hasil penelitian ini menunjukkan bahwa (1) ada sembilan jenis strategi yang digunakan dalam mempelajari keterampilan motorik anak-anak dengan ASD usia sekolah, yaitu: pembelajaran implisit; instruksi berfokus pada perhatian; pembelajaran berbasis permainan; pembelajaran observasional; umpan balik visual waktu nyata; transfer pembelajaran lingkungan virtual-nyata; modifikasi tugas; program TMGD-2; CPRT; (2) kesembilan jenis strategi terbukti efektif; (3) Meskipun rekomendasi untuk penelitian di masa mendatang difokuskan pada pengembangan strategi pembelajaran berdasarkan tingkat kemampuan anak-anak dengan ASD dan evaluasi longitudinal, terdapat tantangan yang mendesak dalam penerapannya. Kolaborasi antara pendidik dan terapis penting untuk efektivitas strategi tersebut.

The study investigated the effectiveness of using the engineering design process (EDP) to enhance student learning outcomes in a physics course. A mixed-methods approach was used in this study. A quasi-experimental pretest-posttest control group (CG) design was applied for the quantitative phase, while a semi-structured interview was employed for the qualitative phase. The study sample consisted of two classes randomly assigned from the Department of Mechanical Engineering at a technical college, which served as the experimental group (EG) and the other as the CG. Before the intervention, the pretest was administered to both groups. The EDP was implemented in the EG during the intervention, whereas the CG was taught using conventional teaching methods. After the intervention, the posttest was administered to both groups, and a semi-structured interview was conducted with eight students in the EG. The quantitative data were analyzed using independent-samples Mann–Whitney U-tests. The qualitative data were analyzed using thematic analysis. The results showed a statistically significant difference in mean scores between the EG and the CG, indicating that learning physics through the EDP model improved students' physics learning outcomes in the EG. Furthermore, the qualitative analysis revealed that students in the EG perceived EDP as an effective and contextually appropriate approach for learning physics within an engineering context.

David Gooblar’s “One Classroom at a Time” is a practice-centred book on the pressing discussion on equity, diversity, and inclusion in higher education. The book opens with a powerful statement: “the majority of our existing curricula are designed for imaginary students” (Gooblar, 2025, p. 17). This notion of the “imaginary student,” described as ones who populate elite institutions and dominate the discussion on curriculum design and pedagogy, is deeply anchored throughout the book. In response to the long-standing archetype of fragmentation, competition, gatekeeping, and favouritism that dominate curricula and pedagogy, this thought-provoking book draws on evidence from psychological studies and historical analysis to challenge the practices of disembeddedness. The increasingly diverse student population in higher education underscores the need for educators, staff, and administrators to shift from a deep-rooted archetype to an identity-conscious pedagogy. With a writing style that is vivid, critical, accessible, and well informed by research and classroom experience, the author creates a book suitable for all audiences, providing actionable classroom suggestions, toolkits, and future recommendations. Amid today’s complex political climate, this book is an unapologetic defence of advocacy efforts for a more equitable education.

This mixed-methods study investigated the effectiveness of Generative AI (GenAI) powered intelligent tutoring systems (ITS) in undergraduate physics education, specifically comparing learning outcomes between students using Khanmigo (Khan Academy's AI tutor) and Google search engine. The study involved 69 undergraduate students divided into two groups (Khanmigo and Google search engine), with a third Paper-only group emerging during the experiment. Participants completed pre and posttests using the Lunar Phases Concept Inventory (LPCI) and participated in structured interviews about their learning experiences. Quantitative analysis revealed significant learning gains across all conditions but found no statistically significant differences between groups in terms of learning outcomes. Qualitative findings indicated that students perceived Khanmigo positively, appreciated its step-by-step guidance, practice problems, and personalized interactions. However, students viewed it as a supplementary tool rather than a replacement for traditional instruction. The study's findings suggest that while GenAI-powered tutoring systems can effectively support learning, their immediate impact on learning outcomes may be comparable to traditional methods. However, the short duration of exposure to the AI tutor and the quality of the printed materials may have affected these results.

The significant impact of the pandemic has altered many sectors of life, including higher education. The COVID-19 outbreak has created outnumbering challenges for students and lecturers, forcing them to adjust to online learning and teaching. They develop specific strategies to tackle the challenges and study as normally as possible. In this regard, the study investigates the challenges students and lecturers face during COVID-19 online learning and teaching at a private university in Afghanistan and a public university in Indonesia. Furthermore, it explores the strategies they applied during COVID-19 online learning and teaching to deal with these challenges. In addition, it is intended to compare the students' and lecturers' experiences with online learning and teaching in both countries. In order to obtain the data, the study employs open-ended questionnaires using Google Forms. The Google Form is distributed through WhatsApp and emails to students and lecturers at a public university in Indonesia and a private university in Afghanistan. Data analysis uses the online engagement framework for higher education to filter and generate themes into concepts. The study found that during COVID-19, both Indonesian and Afghan students and lecturers faced several challenges, yet the strategies they applied differed according to each country's social and development context. Identifying the challenges and the strategy of online teaching and learning provides practical understanding for students, lecturers, and universities.

Ellen Watson holds a PhD in Secondary Education from the University of Alberta. She is an assistant professor in the Department of Curriculum of Pedagogy at the Brandon University Faculty of Education where she teaches science teacher education courses, general education courses, and graduate courses in curriculum. Her research interests include science teacher education, science teacher epistemic beliefs, development of epistemic beliefs, and physics education. Ellen is currently serving as the past president of the Science Education Research Group, a special interest group of the Canadian Society for the Study of Education. Website: https://people.brandonu.ca/watsone/