Abstract

Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted between student well-being, teacher–student relationships, and student–student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students’ individual factors such as gender, migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.

Introduction

Adolescents are growing up in a rapidly changing world characterized by uncertainty, information overload, and competition. This increasing complexity and challenges may lead to anxiety disorders, mental health conditions, depressive symptoms, and a range of psychological and emotional disturbances (Green et al., 2012). Therefore, student well-being (StudWB) has advanced to the scientific and political agenda and is considered as an important skill that is crucial in facing the mentioned 21st century economical, ecological, and social challenges (OECD, 2018). Although recognizing the need to not only focus on students’ academic outcomes but also taking their well-being into account, research on StudWB is still diversified and a wide variety of definitions are applied in academic and policy circles (Diener et al., 2009; Dolan et al., 2008; Land et al., 2007; OECD, 2017; Seligman, 2011; UNESCO, 2016). To comprehensively address StudWB a multidimensional approach is needed considering both student’s subjective positive and negative experiences in school environment, including emotional, cognitive, and physical elements (Hascher, 2007).

Building and maintaining positive relationships fulfills a basic human need (Baumeister & Leary, 1995; Ryan & Deci, 2000) and contributes to psychological growth and well-being (Gunnell et al., 2013). Considering the substantial amount of adolescents’ time spent at school, it becomes apparent that teachers and peers assume a pivotal function in the attainment of social relatedness. Therefore, in the recent two decades increasing emphasis has been placed on teacher–student relationships (TSR) and student–student relationships (SSR) in understanding the complexity of interpersonal processes in the classroom and their multiple outcomes (Endedijk et al., 2021). In line with attachment theory, teachers are important attachment figures for young people (Beam et al., 2002), especially in adolescence when critical attitudes toward school and teaching increase (De Fraine et al., 2005; Eccles et al., 1991). By establishing close and low conflictual relationships with their students, teachers provide an environment for successful learning and StudWB (Hall-Lande et al., 2007; Hascher, 2003; Koomen & Jellesma, 2015; Roffey, 2015). Moreover, teachers can be referred to as the invisible hand (Farmer et al., 2011) determining the quality of SSR. The intricate dynamics of peer relationships within classroom environments are shaped not only by the interpersonal behaviors exhibited by students themselves but also by contextual factors set by the teachers and by the nuanced interactions with a specific student. Close peer relationships in a secure and fair school environment are consistently associated with StudWB (Hall-Lande et al., 2007; Hascher, 2003; Roffey, 2015). Despite the ongoing research on TSR and SSR, studies mainly disregard the simultaneous coexistence of both types of relationships within the classroom as well as individual student factors, such as gender, migration background, and socio-economic status (SES).

Conclusion

In the recent years, there has been a growing interest on researching StudWB driven by the recognition of its significance as a vital skill in addressing the 21the century challenges. Thus, investigating the interplay of StudWB and predictors such TSR, SSR and individual student factors holds importance in understanding StudWB and classroom processes. To our knowledge this is the first study that has examined the association among the three constructs by using a multidimensional approach on StudWB as well as considering TSR, SSR and StudWB in one mediation regression model. In conclusion, findings illustrate the importance of social relationships in the classroom for multiple dimensions of StudWB. Specifically, the current study contributes to the field by highlighting, that relations between StudWB, TSR, and SSR differ regarding different dimensions. Associations also vary regarding students’ gender, migration background and SES. Therefore, our study provides useful information for teachers and researchers to develop strategies and intervention to foster relationships in the classroom and enhancing student well-being.

Abstract

Although knowledge drives organizational growth, limited teamwork skills have hindered effective knowledge sharing and utilization across departments and individuals in higher education institutions (HEIs). Thus, this paper develops a pertinent knowledge-intensive teamworking model for HEIs. Educational background, leadership, and social media adoption were independent variables, while knowledge acquisition, development, application, revision, and knowledge-intensive teamwork were dependent variables. Using an online questionnaire, a quantitative investigation of 918 people across different HEIs tested hypotheses based on PLS-SEM findings. Results showed that educational background, leadership, and social media adoption are integral enablers in smoothing knowledge management operations, while the synergistic combination of process phases drives teamwork. Consequently, outcomes establish foundations for fostering a continuous learning culture, accountability, and cooperation in HEIs.

Introduction

Most management and technology research has focused on the technical efficiency of social media [1]. Information technology revolutionized education over three decades ago, and more recent research has examined various impacts on the workplace, such as training and communication [2,3]. Social media adoption in higher education institutions (HEIs) depends on strategic aims, resources, and cultural factors [4]. Furthermore, the adoption of technology by HEIs is contingent on organizational strategy and differs among HEIs in the same education system [5]. The use of social media in education has drawn interdisciplinary interest [6,7] as HEIs shift communication from one-way to interactive to regularly engage stakeholders [8]. Continual society-wide communication needs frequent updates across media, especially social platforms. Different methods can shape how HEIs utilize social media as key channels, enabling stakeholder conversations. Communication frequently starts on blogging platforms and spreads across media as users access multiple integrated channels, facilitating tailored, multi-way exchanges without time barriers.

The COVID-19 pandemic necessitated remote work and learning, disrupting traditional HEI teamwork models and requiring new virtual collaboration approaches [9]. This research extends knowledge management theory by examining how social media enables leadership, knowledge sharing, and co-development in virtual teams. Specifically, it provides empirical support for the knowledge management cycle model of Kang and Hau [10] by demonstrating how social media can facilitate key stages of knowledge acquisition, sharing, and revision in virtual settings. The findings reveal how social media-enabled leadership, through modeling knowledge-sharing practices and incentivizing participation, is critical for overcoming motivational barriers to collaborative knowledge activities online [11]. This paper advances the theoretical understanding of the interconnected relationships between social media adoption, leadership influence, and iterative knowledge improvement critical for virtual team effectiveness in higher education institutions. Moreover, a key contribution is providing empirical evidence on the affordances of different social media platforms for enabling specific collaborative activities in virtual HEI teams. The findings provide actionable guidance to HEI leaders on effective social media policies and professional development to optimize virtual teamwork. This research also contributes a new conceptual model of social media-enabled knowledge-intensive teamwork tailored to the HEI context.

Conclusion

The COVID-19 pandemic has significantly impacted higher education institutions, catalyzing a shift towards remote and online learning. In this context, social media has become an integral platform enabling knowledge-intensive teamwork, allowing seamless communication and collaboration regardless of location. Specifically, social media can promote the development of such teams in several key ways. Online discussions and forums can be leveraged to share information and resources, discuss ideas, brainstorm solutions, and provide feedback among team members. Video conferencing tools facilitate virtual meetings and presentations, helping members stay connected and engaged. Additionally, knowledge management systems allow the centralized sharing and accessing of documents while tracking progress – optimizing coordination. Consequently, social media facilitates effective knowledge-intensive teamwork in higher education after COVID-19 by providing ubiquitous channels for cooperation.

In conclusion, high-performing knowledge-based teams in higher education are predicated on an innovation-centric framework requiring integrated organizational and procedural alignment. Positive relationships among knowledge skill-building, leadership support, and cultural enablement underscore the need to embed holistically developmental, technological, and structural conditions that foster learning and innovative capacity at individual and team levels. Internally, sustained idea flows via cooperation enable continuous adaptation and improvement as contexts shift.

Abstract

To solve the problem of distance education and cope with emergencies, online education has become one of the common educational methods in recent years.

Objects
This study aimed to explore the relationship between the teacher-student relationship (TSR) and mental disorders of university students in online education.

Measures
2032 full-time undergraduate and graduate students from a comprehensive university in China participated in the online survey. The Chinese version of the Depression, Anxiety, Stress Scale-21 Items, the Chinese version of the Mobile Phone Addiction Index (MPAI), and the 7-item Teacher-Student Relationship Perception Questionnaire were administered to the students.

Results
We found that higher quality of perceived TSR and a lower level of mobile phone addiction were associated with better mental health among undergraduate and graduate students during online education. Mobile phone addiction mediated the relationship between TSR and mental disorders, and hometown setting moderated the relationship between TSR and mobile phone addiction. Specifically, a higher quality of perceived TSR was associated with a lower level of mobile phone addiction. In addition, for students with low-quality perceived TSR, those who came from rural areas had a higher level of mobile phone addiction than those who came from urban areas. In contrast, when students had high-quality perceived TSR, the differences between students from urban and rural areas in mobile phone addiction were insignificant.

Conclusion
The results of this study are of great significance in improving the mental health and mobile phone addiction of undergraduate and graduate students during online education and reveal the urban-rural differences in the impact of TSRs during online education.

Introduction

Teacher-student relationship (TSR) refers to the connection between teachers and students in the process of educational communication (Xiang et al., 2022). A positive TSR is defined as students’ perception that they partake in positive interactions with their teachers and that their teachers express a supportive attitude toward their educational requirements (Collie et al., 2016). A close and effective TSR can stimulate learning behavior, support young students in addressing their needs, and make them feel safe and secure in the school environment (Khalilzadeh & Khodi, 2021). On the contrary, unhealthy TSRs can lead to a lack of security among students and are considered to hinder and interfere with students’ attempts to meet their needs in school (Hamre & Pianta, 2001).

In recent years, many schools have changed their teaching mode from traditional classroom education to online education. This shift, marked by changes in communication tools, decreased interaction frequencies, and altered classroom environments, holds profound implications for students’ well-being (Hebebci et al., 2020). Online education has brought convenience to students and faculty and reduced campus conflicts (Vagos & Carvalhais, 2022). However, the advantages of traditional classroom settings, which include enhanced teacher-student interactions, a conducive environment for understanding and focus, and a pace of learning that fosters interactivity and less dependency on technology, still exist (Saurabh et al., 2021). In addition, the findings of a longitudinal study by Hewson (2018) shed light on the significance of the living environment under online education, which might lead to more inequality. Since mobile phone dependency and low academic engagement are already prevalent social and psychological issues in rural areas of China (Zhen et al., 2020), this change in the learning environment may widen the educational inequality between students from urban and rural areas. For these students from rural areas, the transition to university life, often coupled with the challenges of adapting to an urban or online educational setting, underscores the need for strong, supportive TSRs (Chen, 2022; Srinivasan et al., 2021).

Results

3.1. Scores of participants in teacher-student relationships, mobile phone addiction, anxiety, and depression
Descriptive data for participants’ scores in perceived TSR, mobile phone addiction, anxiety, depression, and hometown setting are presented in Table 1. Among them, 1439 were female (71.63 %), while 570 were male (28.37). The findings indicated that the mean score for perceived TSR was 3.52 ± 8.82, the mean score for mobile phone addiction was 37.96 ± 13.06, the mean score for anxiety was 10.61 ± 9.58, and the mean score for depression was 11.84 ± 9.77. More participants came from urban areas (67.94%) and were undergraduate students (75.26%).

3.2. The distribution of scores of participants in the teacher-student relationship, mobile phone addiction, anxiety, and depression
Fig. 2 shows the distribution of the DASS-21-anxiety score. 44.35 % of the participants had minimal anxiety, 4.93 % had mild anxiety, 19.16 % had moderate anxiety, 10.05 % had severe anxiety, and 21.05% had extremely severe anxiety. Regarding the DASS-21 depression score, this distribution was 42.71%, 10.25%, 27.82%, 12.24%, and 6.97%. Undergraduate students had the lowest prevalence of minimal anxiety (36.18%) and depression (36.51%) and the highest percentage of extremely severe anxiety (26.92%) and depression (7.87%). Moreover, the lowest average scores for TSR and the highest average scores for MPAI were also among undergraduate students. In addition, no matter their educational level, students from rural areas had lower average scores in perceived TSR (overall difference was −0.08) and higher average scores in anxiety (overall difference was 1.26) than students from urban areas. However, these differences were not statistically significant (P > 0.05).

Abstract

Aims
We investigated teacher emotions and individual students’ engagement in real-time classrooms and considered the role of teachers’ involvement level.

Methods
The sample included 20 teachers in Taiwanese public primary schools and four target students for each teacher (80 target students in all). Teachers reported their own emotions and each student’s engagement at the end of each lesson for a calendar week (nti = 249).

Results
T-tests showed that teacher-student relationships are a reflection of teachers being relatively more involved with students they had both close and conflictual relationships with. For students with whom the teacher was relatively more involved, multilevel structural equation models (MSEM) showed they were more engaged in lessons and had a stronger effect on teachers’ positive and negative emotions.

Conclusion
This study expands the understanding of teacher-student dyads in the real-time classroom by demonstrating the effect of individual students’ engagement on teachers’ positive and negative emotions by taking teachers’ involvement levels into consideration.

Introduction

Teacher and student emotions play an essential role in students’ learning and also in teachers’ teaching careers and their well-being. Investigating teachers’ emotions is important for understanding teachers’ needs and challenges of teaching (Schutz, 2014). Although research has mostly focused on the dynamics between teachers and students generally in the classroom, teachers do react differently to individual students in the classroom and this, in turn, has an impact on both teachers and students (Newberry & Davis, 2008). To understand how students and teachers can foster each other’s positive emotional experiences in the classroom in a reciprocal way, it is important to investigate teacher-student dyads and their relationships and behaviours. However, to date, little is known about teacher-student dyads regarding their behaviours, relationship qualities, and emotional experiences in the classroom.

There has been a growing interest in understanding emotional experiences in school settings with researchers increasingly investigating the importance of linking teachers’ emotions with their students’ engagement and emotions in the classroom (e.g., Frenzel et al., 2021). Drawing on Fredrickson’s broaden-and-build theory (Fredrickson, 2004), teachers’ positive emotions could enhance their own well-being and their ability to deal with the challenges of their work. Theoretical models regarding teacher emotions and well-being suggest that teacher emotions reflect their reactions towards the behaviours of particular students in the classroom (Frenzel, 2014; Spilt et al., 2011). Interestingly, negative student behaviours do not necessarily lead to teachers’ negative emotions. Thus, it is important to consider and investigate how teachers interpret the dyadic relationship with a student. However, most research has focused on finding links between students’ negative behaviour (e.g., teachers’ perceptions of student disruptive behaviour) and higher levels of teacher stress and burnout, and lower levels of well-being. We argue that it is crucial to investigate the effect of individual students’ positive behaviour (e.g., engagement) on teachers’ emotions. Since teachers might experience higher levels of conflict and closeness with students who exhibit more disruptive behaviour from the teachers’ perspective (Spilt & Koomen, 2009), the meaningful effort teachers put into specific students may contribute to teachers’ emotional reactions to students’ behaviours (Spilt et al., 2011).

Results

4.1. Descriptive analysis
Table 2 summarises descriptive results (e.g., means, standard deviations, correlations) of the variables. Means, standard deviations, and intercorrelations of variables are presented as occurring across lessons, students, and teachers (Level 1), between students (Level 2-a), and between teachers (Level 2-b). Generally, teachers reported relatively high positive emotions across lessons, students, and teachers (M = 3.62–3.64) and relatively low negative emotions (M = 1.86). Teachers’ average rating of individual students’ behavioural and emotional engagement was higher than the midpoint of the 5-point Likert Scale. Overall, the correlations revealed a positive relationship between teachers’ positive emotions and student engagement and a negative relationship between teachers’ negative emotions and student engagement.

The intraclass correlation (ICC) demonstrated that between-teacher variability of teacher emotions ranged from 0.60 to 0.61, indicating that most of the variance was from variation between teachers, although a substantial variance accounted for between-lesson variation (approximately 0.38 and 0.40 for positive and negative emotions). Note that there was no between-student variance. This is because teachers rated their own emotions once per lesson (as did each of the four students). Teachers did not report their emotions for each student separately.

Abstract

The implementation of university sustainability affects brand perceptions by conferring attributes related to commitment and reputation, especially by students. The proper management of sustainability is related to an improvement in the university brand perceived by its stakeholders, including students. For this reason, this research aims to analyse whether university sustainability positively affects brand positioning among university students. For this purpose, a theoretical and quantitative mixed-method investigation is proposed that allows the establishment of a structural model in which the relationships between the dimensions of university sustainability with the dimensions of brand positioning are evident. The empirical analysis found that some dimensions of university sustainability, such as the institutional framework, campus operations and some dimensions of the substantive functions, positively affect brand positioning in university students and generate commitment to the university from both the prestige and reputation of the brand.

Introduction

One of the main challenges for organizations of the twenty-first century is to implement sustainability in their strategy, structure and processes [1,2]. This challenge has been raised for universities at the United Nations Conference for Sustainable Development in 2012 (Rio + 20) [3], so it remains a challenge that must transcend the ecocentric perspective and seeks to develop as a model of inclusive social transformation, that encompasses human well-being, environmental care and economic development [4]. In this regard, the university is the main promoter of change in companies and state institutions. In this way, universities are responsible for training citizens and future professionals who will be responsible for implementing ways of working that contribute to Sustainable Development [5]. Consequently, the importance of the present study lies in the fact that sustainability allows universities to achieve better economic results by reducing costs and decreasing the regulatory burden, as well as increasing brand positioning, prestige, and social responsibility actions with the community [6,7]. In addition, it favours competition in obtaining students, sustaining their programmes and obtaining high-level faculty [8].

Thus, this study addresses the existing theoretical gap regarding the relationship between sustainability and university brand positioning, given that in the Colombian context, there are no studies that address this relationship. Although there is research on the implementation of sustainability as an organizational model and models for its evaluation in Colombian universities [9,10], the impact of sustainability on the management of the university brand and its positioning in the context of Higher Education Institutions in Colombia has not yet been developed.

Conclusions

To conclude, the main theoretical and managerial implications are presented, as well as the limitations and future research on the issue.

6.1. Theoretical implications
The previous sections have developed the empirical contribution of the analysis of the proposed model for which theoretical assumptions were validated or refuted. However, this research addressed an analysis of the positioning of the university brand for which some dimensions were proposed that were not clearly defined and which are also consistent with the advances in university branding studies [53,60,72]. In addition, the incidence of sustainability as an organizational model on the positioning of the university brand is addressed, where a satisfactory validation of the dimensions of sustainability was addressed and the results of the analysis of its influence on identity, image and perceived quality were found, as constitutive of the positioning of the university brand. The studies on the issue evidenced the existence of a gap in the conceptualization of the determinants of positioning in university branding. Thus, theoretical and empirical demonstrations of identity, image and perceived quality as dimensions of this construct and its impact on the commitment to institutional support for sustainability are a recent theoretical contribution to the issue. The present research makes a contribution to university branding by establishing the way in which the dimensions of sustainability are generators of brand positioning in students. Thus, it was possible to establish that the dimensions of sustainability, such as institutional framework, campus operations, education, research and extension, are determinants of prestige, uniqueness and relevance over the competition. Therefore, they are aspects that influence the choice of the university by the students and at the same time are elements that affect the loyalty and satisfaction of the brand promise. Likewise, a theoretical contribution was made that had not been addressed, by establishing how the dimensions of sustainability affected the constituent elements of positioning, such as perceived quality, image and identity of the university brand, in being able to propose the central aspects of sustainability in the management of the university brand.

Abstract

As big data becomes an apparent challenge to handle when building a business intelligence (BI) system, there is a motivation to handle this challenging issue in higher education institutions (HEIs). Monitoring quality in HEIs encompasses handling huge amounts of data coming from different sources. This paper reviews big data and analyses the cases from the literature regarding quality assurance (QA) in HEIs. It also outlines a framework that can address the big data challenge in HEIs to handle QA monitoring using BI dashboards and a prototype dashboard is presented in this paper. The dashboard was developed using a utilisation tool to monitor QA in HEIs to provide visual representations of big data. The prototype dashboard enables stakeholders to monitor compliance with QA standards while addressing the big data challenge associated with the substantial volume of data managed by HEIs’ QA systems. This paper also outlines how the developed system integrates big data from social media into the monitoring dashboard.

Introduction

Quality assurance (QA) in higher education (HE) is emerging as the higher education institutions (HEIs) find it difficult to monitor their levels of quality of services. Governments impose national QA standards in order to achieve the minimum level of quality of services provided by these institutions. In the Kingdom of Saudi Arabia (KSA), Education and Training Evaluation Commission (ETEC) imposes, through its National Centre for Academic Accreditation and Assessment (NCAAA), the QA standards that all HEIs in the KSA are required to comply with for accreditation [1]. To measure compliance with these standards, in 2018, NCAAA developed 23 key performance indicators (KPIs). In 2022, NCAAA introduced a revised version of KPIs. This revised version comprises a total of 17 KPIs, and all HEIs are mandated to monitor and report on compliance. This evaluation process of compliance with these KPIs should take place during the forthcoming accreditation cycle for HEIs [2].

In addition, the increasing amount of data generated from traditional sources and through social media plays negative influence on business intelligence (BI). There is a desire to build low-cost data platforms that will be able to handle this increasing amount of data. This is sometimes known as the big data challenge [3,4].

In this paper, different BI architectures are presented. These BI architectures encompass different BI technologies that HEIs may adopt, taking into consideration their capabilities and specific requirements of HEIs. A proposed architecture is also presented to show how the big data challenge can be addressed to deal with huge amounts of data that the QA system might require particularly if the data is being linked to social media. The recent trend of measuring students’ satisfaction is through students’ comments posted on social media.

Conclusion

This paper showed how the HF-HEQ-BI framework can be applied to develop a BI prototype dashboard for monitoring quality in HEIs and a dashboard has been developed from the framework. The paper has also outlined different BI architectures that HEIs may adopt to handle the big data challenge while monitoring QA. These architectures show different configurations of BI systems that HEIs may adopt based on their requirements and available resources. The development process of the BI dashboard was discussed to show how HF-HEQ-BI FUT may be used to determine the requirements to be presented in the dashboard. HF-HEQ-BI FUT assists in determining the required visualisation for each KPI to be displayed in the dashboard. FUT is customisable and can be adapted by users to reflect the requirements of individual HEI. FUT shows how decision-makers in HEIs may select various visualisation dashboards while monitoring QA compliance regarding NCCAA standards.

A prototype dashboard was developed to illustrate the application of the framework and also to evaluate the HF-HEQ-BI framework. The developed dashboard shows a monitoring display of the mandatory NCAAA KPIs, institutional specific KPIs, additional KPIs, and social media analytics. The social media analytics presented in the dashboard included the sentiment analysis of data drawn from Twitter through Twitter API. Additionally, the proposed dashboard allows the dashboard users to represent additional KPIs related to performance monitoring in the institutions.

The developed dashboard based on the HF-HEQ-BI framework shows how data retrieved from social media is presented in summarised diagrams to handle the big data challenge. The prototype dashboard is dynamic and KPIs can be added or modified easily based on the changes in regulations or institutional directions of the strategic plans. Our future work will focus on the evaluation of the proposed dashboard to meet the big data challenge.

Abstract

Although digital game-based learning (DGBL) has the potential to enhance learning motivation and complex cognitive skills of students, its adoption and effectiveness are heavily dependent on lecturers’ acceptance. Comprehending lecturers’ perceptions and beliefs underlying their decision-making processes is therefore significant. This study examines factors determining the intention of accounting and business lecturers in Indonesia to use digital games in their courses using an extended Technology Acceptance Model (TAM). Based on data collected from 258 lecturers, the research model is analyzed using PLS-SEM approach. The results show that the proposed model can explain 52.4% of the variance in accounting and business lecturers’ behavioral intention to use digital games in class. Particularly, both perceived ease of use and usefulness are the factors significantly determining lecturers’ intention. However, DGBL frequency negatively moderates the positive effect of perceived ease of use on lecturers’ intention.

Introduction

This study raises a question of what factors affect lecturers’ intention to adopt Digital game-based learning (DGBL)1 in accounting and business courses. The question is based on the issue of DGBL’s low acceptance in the classroom, despite the fact that it is regarded as an effective approach for promoting students’ learning motivation, social skills, and complex cognitive skills (Faisal et al., 2022). Lecturers are the focus of study because they play a critical role in promoting the use of new learning technology in their courses. To answer this question, this study uses a technology acceptance model (TAM) extended by De Grove et al. (2012) as a theoretical foundation to predict the DGBL’s acceptance of accounting and business lecturers. This study also incorporates DGBL frequency into the extended TAM to explain the strength of the relationship between perceived ease of use (PEOU) and behavioral intention.

This question is relevant and timely because comprehending lecturers’ perceptions and beliefs about DGBL could help accounting educators find the appropriate strategies to promote its use in the classroom. There are two advantages of using DGBL over traditional teaching methods. First, the DGBL can provide engaging, interactive, and motivating learning experiences which are essential for an effective learning (Garris et al., 2002; Jabbar & Felicia, 2015; Tennyson & Jorczak, 2008). For example, Loon and Bell (2018) found that positive emotions stimulated by a computer simulation game enhance students’ cognitive skills. Second, the DGBL has proven to be an effective method for students to acquire complex cognitive skills, such as decision making (Pasin & Giroux, 2011; Severengiz et al., 2020; Tawil et al., 2015), critical thinking (Lovelace et al., 2016; Urquidi-Martín et al., 2019; Yang, 2015), problem solving (Eder et al., 2019; Torres & Augusto, 2017; Yang, 2015), and higher-order thinking skills in Bloom’s Taxonomy (Adams et al., 2012; Barab et al., 2012; Hwang et al., 2013; Soflano et al., 2015). These skills are important because research on students’ conceptual understanding and learning approaches revealed that accounting students generally achieved lower-order learning outcomes (Kuang et al., 2021). Therefore, promoting an instructional method that can help students acquire higher-order thinking skills should be a concern for accounting educators.

Conclusions

This study raises the question of what factors affect lecturers’ intention to adopt DGBL in accounting and business courses based on the extended TAM. This study finds that the original TAM variables: PEOU and PU affect behavioral intention, indicating the model is applicable in the context of Accounting and Business education. Additionally, learning opportunities are the only variable proposed in the extended TAM affecting lecturers’ behavioral intention. The new variable introduced in this study, DGBL frequency, was found to significantly weaken the effect of PEOU on behavioral intention, indicating a frequent exposure to DGBL is critical to enhance lecturers’ intention to accept DGBL. Overall, the proposed model can explain 52.4% of the variance in accounting and business lecturers’ behavioral intention to use digital games in the classroom.

This study contributes to theory and practice in several important ways. First, this study extends the literature on DGBL acceptance by evaluating the role of extended TAM in explaining lecturers’ intention behavior to use DGBL in accounting and business education in Indonesia. Second, this study extends the modified TAM (De Grove et al., 2012) by adding the moderating role of DGBL frequency in explaining the relationship between PEOU and lecturer’s acceptance of DGBL. Third, this study addresses curriculum and instruction issues in the field of accounting education, which has rarely been empirically studied in the context of Asian countries. Fourth, this study contributes to empirical research by employing structural model analysis which has not been widely adopted in the accounting curriculum domain. Finally, this study informs educational game developers about the importance of collaborating with lecturers to understand their needs and assist them in developing games that align with curriculum goals. It also encourages regulators to heavily publicize the effectiveness of game-based learning to accountant educators.

Abstract

Teachers are at the front lines of implementing artificial intelligence (AI) in education. They are expected to develop an adequate understanding of AI and become educated users as well as educators. Their readiness for the use of AI is critical for the success of AI-enhanced education. The present study conceptualized AI readiness from four components: cognition, ability, vision, and ethics in the educational use of AI, and investigated their interrelationships and their implications for teachers’ work. The data from 3164 primary school teachers were collected and analyzed by partial least square structural equation modelling and cluster analysis. This study found that cognition, ability, and vision in the educational use of AI were positively associated with ethical considerations. The four components of AI readiness all positively predicted, whereas perceived threats from AI negatively predicted, AI-enhanced innovation, which in turn positively predicted teachers’ job satisfaction. This study identified three clusters of teachers based on their AI readiness levels. Teachers with high levels of AI readiness tended to perceive low threats from AI and demonstrate high AI-enhanced innovation as well as high job satisfaction. However, teachers from different socio-economic regions and of different genders showed no significant differences regarding AI readiness and its impact on their jobs. This study empirically validated the importance of AI readiness for teachers’ work and has important implications for the development of strategies and policies facilitating successful AI-enhanced education.

Introduction

Artificial intelligence (AI) has been increasingly used in a variety of fields (e.g., industry, finance, and education) to promote innovation and increase work efficiency (Ng et al., 2021). In education, AI is touted as a seemingly almighty tool, supporting or even replacing teachers’ work by automatically tracking students’ progress, assessing their performance, and providing personalized help (Albacete et al., 2019; Chounta et al., 2022; Tarus et al., 2018). Teachers can rely on AI to make informed decisions on orchestrating teaching practice so as to better support student learning (Van Leeuwen & Rummel, 2020).

Nonetheless, in reality, intelligent tools for education are rarely used consistently in K-12 classrooms (Ferguson et al., 2016). Schiff (2021) found that much practice and research related to the educational use of AI did not deliver promised changes and benefits. Among the multiple reasons leading to this controversy, for instance, the quality of AI and users’ preferences (Luckin et al., 2022) and ethical concerns (Holmes et al., 2022), an essential culprit could be the techno-centric approach vehemently promoted by some in the educational field, which stresses the role of AI but ignores the agency of teachers who can decide whether, what, when, and how AI technologies are used in the first place (Luckin et al., 2022). Teachers are on the front lines of AI deployment, bridging schools’ AI policies and students’ needs, thereby the critical role in the successful implementation of AI in schools (Felix, 2020). However, many teachers may not be actually ready for AI-enhanced education, though they are mostly aware of the potential benefits that AI can bring to education (Chounta et al., 2022). Their inadequate AI readiness may partially contribute to the gap between rapid advances in AI technologies and comparatively slow and unsatisfactory adoption of them in education (Luan et al., 2020; Luckin et al., 2022).

Discussion

Although AI has been increasingly utilized in education and has been found to be beneficial and powerful for student learning (Smakman et al., 2021; Xia et al., 2022), little attention has been paid to the needs and challenges faced by teachers in AI-enhanced teaching (Celik et al., 2022; Langran et al., 2020). Teachers are seen as one of the crucial stakeholders in AI-enhanced education (Celik et al., 2022; Seufert et al., 2021). Therefore, their perspectives, needs, and experiences are vital to the successful integration of AI in school settings (Holmes et al., 2022). In order to effectively implement AI in the classroom, teachers must be prepared in terms of cognition, ability, vision, and ethical considerations related to the use of AI in education (Luckin et al., 2022). This study therefore aimed to empirically examine the concept of AI readiness among 3164 primary school teachers who had experiences using AI technologies in their work. In what follows, we discuss the important findings of this study by relating them to previous research on similar topics.

Abstract

     In this paper, we examine the relationships between school suspensions and/or ADHD diagnoses and delinquency across different school disciplinary and special education climates. Given how these childhood interventions are intended to improve schoolchildren’s behavior and create a safe and predictable learning environment, it is critical for scholars to compare how these diverse yet connected responses to child misbehavior influence delinquent behavior. We use data from the Fragile Families and Child Well-Being Study (n = 2,267). Results from binomial regression models show that delinquency scores are higher among suspended children and children receiving both suspension and ADHD treatment, compared to young people who experience neither. Further, school context has a direct association with delinquency scores, as children attending schools with higher rates of school suspensions and special education enrollment have lower delinquency scores. Moreover, the relationship between individual childhood experiences with school suspension and/or ADHD treatment and delinquency is moderated by school context, especially regarding special education enrollment rates.

Introductin

     Each year, approximately 2.5 million U.S. students are suspended from school (Civil Rights Data Collection (CRDC), 2021). At the same time, 6.1 million school-aged children are diagnosed with attention deficit hyperactivity disorder (ADHD), with nearly 2 in 3 receiving therapy or taking prescription medication for their diagnoses (Danielson et al., 2018) and roughly 2 million children are enrolled in in special education behavior plans for ADHD and similar conduct problems (Civil Rights Data Collection (CRDC), 2021). The use of suspension or medical diagnoses and special education for perceived childhood behavior problems reflects different philosophies regarding misbehavior and involve different institutions, leading to different approaches (Hinshaw & Scheffler, 2014; Kern et al., 2019; Lamont, 2013). School suspensions are punishments imposed by schools that rely on negative consequences (e.g., exclusion) for misconduct to encourage good behavior (Bandura, 1977; Bear, 2012). ADHD diagnoses entail medical decisions made between doctors and caregivers, utilizing therapy and/or medication, and often involve schools implementing special education plans to promote appropriate behavior.

Results

     Table 1 presents descriptive statistics for all variables in the study for the total sample and for each category of individual suspension and ADHD treatment (i.e., neither suspended nor received ADHD treatment, received only ADHD treatment, only suspended, and both suspended and received ADHD treatment). Notably, almost half of the respondents had experiences with suspension and/or ADHD treatment. The proportion of respondents who experienced neither exclusion nor ADHD diagnoses is 0.506, 0.075 were diagnosed with ADHD without experiencing exclusionary discipline, 0.307 experienced exclusion without ADHD diagnoses, and 0.111 experienced both exclusion and ADHD diagnoses. The average delinquency score in the sample is 1.1 delinquent behaviors and varies by suspension/ADHD experience. Among those who receive neither ADHD treatment nor suspension, the average delinquency score is 0.6, compared to an average delinquency score of 0.7 for those who receive only ADHD treatment, 1.7 for those who experience suspension only, and 2.1 for those who receive both ADHD treatment and suspension. School punishment and special education rates also vary by suspension/ADHD category. Overall, the average school special education rate is 15.5. For children who are neither suspended nor treated for ADHD, the average school special education rate is 14.5, compared to an average rate of 14.7 for those only treated for ADHD, 16.6 for those only suspended, and 17.7 for those who are both suspended and treated for ADHD. The average school punishment rate is 12.5 for the total sample, compared to 9.8 for those who are nether treated for ADHD nor suspended, 8.6 for those only treated for ADHD, 16.6 for those only suspended, and 15.6 for those who are both suspended and treated for ADHD.

Abstract

     Following an embedded sequential explanatory mixed-method research design in which quantitative and qualitative data were merged, this paper examines teachers’ experiences of stress and job satisfaction and their relation to the DI practice. The quantitative study uses data from the National Educational Panel Study in Germany (N = 209 teachers), while the qualitative study analyses interview responses of 24 secondary school teachers. Findings reveal that teachers experience positive effects from implementing DI, but also perceive the practice as slightly stressful. Additionally, the paper discusses teachers’ DI training needs and the implications of the results, and calls for further research.

Introduction

     In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies (Hardy et al., 2019; Jokinen et al., 2012). In order to maximize each student’s learning potential, policymakers, and researchers urge teachers to embrace student diversity and adapt their instruction to the diverse learning needs of the students in their classrooms (e.g., Unesco, 2017).

     One pedagogical approach that acknowledges the differences among learners and aims to respond effectively to students’ varying learning needs is “differentiated instruction” (DI). DI is an approach by which teachers aim to provide optimal learning for all by carefully aligning learning tasks and activities with students’ learning needs (Roy et al., 2013; Tomlinson, 2014, 2017). Research has documented the positive effects of DI across the educational settings in which it has been implemented, reporting positive effects of DI on student achievement as well as learning interest and self-confidence (Eysink et al., 2017; Johnsen, 2003; Mc Quarrie & Mc Rae, 2010).

Conclusion

     Previous studies on DI have mostly focused on the positive effects of DI towards students. On the other hand, effects on teachers have been somewhat ignored. To summarise, the findings from this study confirmed that teacher practice of DI is a “two-sided coin” when it comes to focusing on the effects on teachers. There are, without doubt, positive effects on teachers’ job satisfaction which arise from perceptions of achievement, for instance. However, there are negative effects resulting from teachers’ implementation of DI that mainly originate from lack of time, support and workload associated with DI produces. Therefore, future research would need to gain more insights into teachers’ working environments (e.g. resources) and other requirements (e.g. teacher training) to find out what is needed for high-quality implementation of DI without negative effects on teachers’ well-being (e.g. teachers stress level and job satisfaction). Improving conditions to more easily implement DI would make the “positive side” of DI more visible. If teachers are able to experience more positive feelings and attitudes towards DI, the implementation rate would probably increase.

Abstract

     This study examined (a) whether growing up with lower-educated parents and attending lower parental education schools associated with children’s problem development within the behavioral, emotional, and peer relationship domains; and (b) whether the association of lower individual-level parental education with children’s development within these three domains depended upon school-level parental education. To this end, 698 children (Mage = 7.08 in first grade) from 31 mainstream elementary schools were annually followed from first grade to sixth grade. Problems within the behavioral domain included conduct problems, oppositional defiant problems, attention-deficit and hyperactivity problems, and aggression. Problems within the emotional domain included depression and anxiety symptoms. Problems within the peer relationship domain included physical victimization, relational victimization, and peer dislike. Results from multi-level latent growth models showed that, as compared to children of higher-educated parents, children of lower-educated parents generally had higher levels of problems within all three domains in first grade and exhibited a faster growth rate of problems within the behavioral domain from first to sixth grade. Furthermore, as compared to children attending higher parental education schools, children attending lower parental education schools generally had higher levels of problems within the behavioral and emotional domains in first grade and showed a faster growth rate of peer dislike over time. In addition, cross-level interaction analyses showed that in higher parental education schools, children of lower-educated parents showed a faster growth rate of depression symptom levels than children of higher-educated parents. In lower parental education schools, the growth rate of depression symptom levels did not differ between children of higher- and lower-educated parents. Results highlight that addressing the needs of lower parental education schools and children growing up with lower-educated parents may be of primary importance.

1. Theoretical perspectives and empirical findings on individual- and school-level parental education and child development

     Problems within the behavioral domain (e.g., symptoms of conduct problems, oppositional defiant problems, aggression, attention-deficit and hyperactivity problems), problems within the emotional domain (e.g., anxiety and depression symptoms), and problems within the peer relationship domain (e.g., being disliked or bullied by peers) hinder children’s healthy development (Dodge et al., 2008; Obradović et al., 2009; Timmermans et al., 2008; van Lier & Koot, 2010). Stable-high or increasing levels of problems within these domains may independently or in concert contribute to the development of mental health problems. This, in turn, may relate to concurrent and future consequences, such as lower educational achievement, delinquency, substance abuse, and unemployment (Kokko & Pulkkinen, 2000; Lynne-Landsman et al., 2010; McLeod & Kaiser, 2004; Vaillancourt et al., 2013; van Lier et al., 2012; Woodward & Fergusson, 2000).

     Theories, such as the social causation hypothesis, may explain the influence of early adverse contexts on children’s maladaptive development. According to the social causation hypothesis, mental health problems emerge due to environmental adversity, disadvantage, and stress associated with socioeconomic deprivation, including having lower-educated parents in childhood. Indeed, previous studies have provided empirical evidence consistent with this hypothesis (e.g., Hollingshead & Redlich, 1958; Hudson, 1988, Hudson, 2005; McLaughlin et al., 2011, Ritsher, Warner, Johnson and Dohrenwend, 2001).

Conclusion

     The elementary school period, apart from being essential for mastering academic skills, is of profound importance for children’s healthy behavioral, emotional, and peer relationship development. Our results suggest that growing up with lower-educated parents and attending lower parental education schools may independently associate with higher levels of behavioral, emotional, and peer relationship difficulties in first grade and with faster growth rates over time from first to sixth grade. In addition, results suggest that with respect to behavioral problems, anxiety, and peer relationships, attending higher parental education schools may have some beneficial effects for children of lower-educated parents. With respect to depression symptoms, results suggest that children of lower-educated parents may not benefit from attending higher parental education schools to the same extent as children of higher-educated parents. Results highlight the importance of identifying and addressing the needs of lower parental education schools and children growing up with lower-educated parents.

Abstract

     One of the most critical areas of concern in the online learning process is to design engaging courses that are easy to follow and interactive to keep the audience attracted when there is no in-person communication between instructor and learner. Online courses may be challenging for learners, instructors, and institutions as well. However, the employment of creative approaches incorporates into online training strategies aims to make learning more interactive for learners. This case study discusses the employment of a range of creative e-learning strategies and online technological tools to deliver knowledge in a virtual environment based on collaborative learning, learning by doing, and team-based learning techniques. Common challenges of e-learning faced by the instructor and learners and the way they are approached are also discussed. The introduced approach has been employed in a Management Information Systems course as a case study.

Introduction

     Efficient knowledge transfer is the key to sustaining success and development. The advancement of technology has made knowledge transfer and learning processes faster and more convenient and online learning through the Internet and web applications has enabled individuals to study globally. The Internet has provided people from all over the world to gain equal education opportunities and simply transfer knowledge. Online learning through the Internet and web applications enables individuals to study and teach from anywhere in the world in a cost-effective and time-saving manner [1]. Especially with the coronavirus outbreak and the limitation of in-person classes, virtual education has been welcomed. Furthermore, the hectic lifestyle, ease of internet access, and increase in access to educational tools are other reasons for the popularity of online courses [2]. The major customers of e-learning services are schools, universities, educational institutions, and the training department of industries. In industries, employees’ efficient performance is significantly reliant on frequent and regular education; however, since employees are almost busy attending in-person courses, delivering the training material by e-learning makes a significant contribution to keeping them updated. E-learning is an online learning platform that emerges in a formal context and employs a variety of multimedia and communication technologies for a convenient learning process [3]. E-Learning is moving toward more inclusive developmental approaches with the necessity to deliver more interesting, effective, and engaging e-learning courses [4].

     Flexibility is the main advantage of online learning. Unlike the traditional or face-to-face learning method, online learning and distance education have improved businesses and education systems in many aspects [5]. Distance education provides students with the opportunity to get connected to their counterparts in different parts of the world while the instructor assigns them in teams to deliver group assignments remotely and engage in video calls and distance meetings unlimitedly [3].

Conclusion

     The importance of delivering creative approaches in teaching is highlighted since a considerable shift has been witnessed in the classroom environment by the spread of e-learning. E-learning courses are required to assure the attendee’s improvement in competency, knowledge, and skill by providing accurate and applicable processes for knowledge transfer. In this case history, methods that have been employed in an online MIS course to ensure that the class is collaborative, and students learn by doing in a team-based environment have been introduced. The feedback received from students by taking technology-based approaches in teaching MIS and students’ evaluation records has demonstrated the success of the approach; however, to realize the reliability of the approach in comparison to similar teacher-oriented e-learning courses should be analyzed using students’ evaluation records in different courses. Also, a systematic feedback collection is required to ensure the proposed e-learning methods are convenient and useful. Feedback collection after each program helps identify the barriers to effective learning, select effective methods of problem-solving, and improve the system.

Abstract

     Reflective thinking and teaching style are considered as two prominent and influential factors in the process of education. There have been several studies carried out to investigate different aspects of each of these two factors. However, no studies have been done to explore the possible relationship between these two crucial elements. Therefore, the present study set out to fill the gap and explore the relationship between reflective thinking and teaching style among EFL teachers in Iran. Ninety EFL teachers including 50 males and 40 females were chosen as the participants of this research. The questionnaires selected for the data collection phase were given to the teachers and they were asked to fill them out. The collected data were analyzed and it was found that there was a positive correlation between EFL teachers’ reflective thinking and their teaching style. The results of this research study can be of use for EFL teachers and teacher educators.

Introduction

     According to Campbell (2008), teaching is an intricate activity which requires ‘the interaction among subject matter, content, teacher characteristics, student characteristics, pedagogy, resources, and learning context’ (p. 50). As Hargreaves and Fullan (1992) asserted, teachers play a crucial part in an educational system. Also, Brown (2007) stated that an English as a Foreign Language (EFL) teacher can influence the quantity and the quality of learning. In fact, as Wright et al. (1997) put, enhancement in the efficacy of teachers can lead to improvement in the quality of the educational system. As Akbari (2008) stated, with the advent of post-method era, language teachers’ role has witnessed substantial changes. Besides, according to Clandinin (1985), after post-method era, teacher educators have attempted to ‘equip prospective and practicing teachers with different techniques that enable them to develop their personal practical knowledge’ (p. 362). One of the techniques which has entered into the field of English language teaching (ELT) is the notion of reflection (Wright, 2010). Reflection, as Pacheco (2005) asserts, refers to ‘critical thinking’ about past experiences or current experiences that occur or are occurring in classroom settings’ (p. 1). Campbell-Jones and Campbell-Jones (2002) argue that by reflection teachers flash back to their beliefs, experiences, and perceptions about teaching and learning so as to make reasonable decisions and enhance their teaching skills. Also, as Pacheco (2005) states, language teachers can use (critical) reflection to assess their teaching so as to make modifications in their teaching as well as their beliefs and attitudes.

Conclusion

     The findings of the study revealed that the interplay between reflective thinking and some sub-categories of teaching styles was significantly positive. Different factors can play a role in the process of language teaching among which different teacher characteristics including teacher reflective thinking and teaching styles can be mentioned. It can be understood that the interplay between the factors which influence language teaching is promising since enhancement of one factor can lead to enhancement of the other factor. Also, based on the results of the present research, it can be concluded that all-round flexible and adaptable teacher, student-centered, sensitive teacher, and straight facts no nonsense teacher teaching styles are associated with higher degrees of reflective thinking. Considering the importance of teacher reflectivity in teaching quality, teachers’ attempts at practicing these three teaching styles can be of good help in improving the quality of their teaching. What adds to the importance of this point is that teaching and learning are closely interrelated and significantly influence each other. Moreover, since ‘straight facts no nonsense teacher teaching style’ was not so common among the participants of the present study, while it was significantly correlated with reflective thinking, it can be concluded that teachers should also use this teaching style in EFL teaching since it leads to higher reflective thinking among them.