Learning with technology during emergencies: A systematic review of K-12 education [BJET] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
Keywords: COVID-19; _EdTechHub_Output; _yl:b; disasters; emergencies; emergency remote education; pandemic

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _cover:analysis:nopdf; _genre:LR-literature_review; _r:CopiedFromEvLib; _yl:a; emergencies; emergency remote education; remote education

Inclusive open education: presumptions, principles, and practices - Croft, Benjamin; Brown, Monica (Distance Education, 2020)
Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework.
Keywords: marginalization; open education; open educational practices; open pedagogy; social identity; social justice

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field - Cremin, Hilary; Aryoubi, Hogai; Hajir, Basma; Kurian, Nomisha; Salem, Hiba (British Educational Research Journal, 2021)

Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults - Crawley, Esther; Loades, Maria; Feder, Gene; Logan, Stuart; Redwood, Sabi; Macleod, John (BMJ Paediatrics Open, 2020)
Keywords: __C:filed:1

Teacher labor markets in developing countries - Crawfurd, Lee; Pugatch, Todd (2020)

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All Feasible Strategies to Achieve Universal Education, 2022)
Keywords: Final_citation; cited; existing

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All - Feasible Strategies to Achieve Universal Education, 2022)

Why the COVID Crisis Is Not EdTech’s Moment in Africa - CrawFurd, Lee (Open Development & Education, 2020)
This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […]

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
Keywords: _C:Sierra Leone SLE

Compassionate transitions: Reconnecting school communities post-Covid-19 closures - Crawford, Alison; Currie, Laura-Ann; Hannah, Beth; Ward, Jacqui; Wooton, Imogen (2020)
Keywords: __C:filed:1; ⛔ No DOI found

(Re)considering the Concept of Literature Review Reproducibility - Cram, W. Alec; Templier, Mathieu; Pare, Guy (Journal of the Association for Information Systems, 2020)

Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town - Cox, Glenda; Masuku, Bianca; Willmers, Michelle (Journal of Interactive Media in Education, 2020)
There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
Keywords: open textbooks; pedagogy; social justice

The AI gambit: leveraging artificial intelligence to combat climate change—opportunities, challenges, and recommendations - Cowls, Josh; Tsamados, Andreas; Taddeo, Mariarosaria; Floridi, Luciano (AI & SOCIETY, 2023)
Abstract In this article, we analyse the role that artificial intelligence (AI) could play, and is playing, to combat global climate change. We identify two crucial opportunities that AI offers in this domain: it can help improve and expand current understanding of climate change, and it can contribute to combatting the climate crisis effectively. However, the development of AI also raises two sets of problems when considering climate change: the possible exacerbation of social and ethical challenges already associated with AI, and the contribution to climate change of the greenhouse gases emitted by training data and computation-intensive AI systems. We assess the carbon footprint of AI research, and the factors that influence AI’s greenhouse gas (GHG) emissions in this domain. We find that the carbon footprint of AI research may be significant and highlight the need for more evidence concerning the trade-off between the GHG emissions generated by AI research and the energy and resource efficiency gains that AI can offer. In light of our analysis, we argue that leveraging the opportunities offered by AI for global climate change whilst limiting its risks is a gambit which requires responsive, evidence-based, and effective governance to become a winning strategy. We conclude by identifying the European Union as being especially well-placed to play a leading role in this policy response and provide 13 recommendations that are designed to identify and harness the opportunities of AI for combatting climate change, while reducing its impact on the environment.

Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics - Cowley, Benjamin Ultan; Charles, Darryl; Pfuhl, Gerit; Rusanen, Anna-Mari (AI in Learning: Designing the Future, 2023)
In this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g. deep learning neural nets or reinforcement learning agents, to interact with humans and the game space. The definition of ‘player’ is a role designed to maximise protection and benefit for human players during interaction with AI. The concept of benefit maximisation is formally defined as a Rawlsian justice game, played within the AIEd-MMOG to facilitate transparency and trust of the algorithms involved, without requiring algorithm-specific technical solutions to, e.g. ‘peek inside the black box’. Our thought experiment for an AIEd-MMOG simulation suggests solutions for the well-known challenges of explainable AI and distributive justice.
Keywords: Artificial intelligence; Ethics; Learning analytics; Learning assistant; Massively multiplayer game; Rawlsian game; Thought experiment

Short-run Effects of COVID-19 on U.S. Worker Transitions - Cowan, Benjamin W (National Bureau of Economic Research, 2020)
I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours.

Working with children, young people, and families to mitigate the impact of the Covid-19 pandemic - COVID Trauma Response Working Group (2020)

Children’s data protection in an education setting - Guidelines - Council of Europe (Council of Europe Publishing, 2021)
Children's digital footprint: guidelines to support organisations and individuals in the educational context to respect, protect and fulfil children's rights in the digital environmentThe digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights.This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection.The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors.The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7.
Keywords: Final_citation; existing

Accredited Institutions - COTVET (2020)

Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique - Cossa, Sérgio Paulo; Nakala, Lurdes Patrocínia Matavela; Cherinda, Nilsa Adelaide Issufo Enoque Pondja (Journal of Learning for Development, 2021)
This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.
Keywords: Aptus; OER; _genre:PR-primary_research; learing support; open schooling; secondary schooling; tracer study; ⛔ No DOI found

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study - Correa de Oliveira, André; Kanyoza, Charity; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2023)
Keywords: _forthcoming; _r:AddedByZotZen

Exploring the Use of Tweets and Word Clouds as Strategies in Educational Research - Cooshna-Naik, Dorothy (Journal of Learning for Development, 2022)
This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled Undergraduate students’ experiences of learning with digital multimodal texts. The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants’ written tweets and reflections.
Keywords: Educational research; Multimodal Texts; Tweets; Word Clouds; ⛔ No DOI found

Implementation of education technology in schools and colleges - CooperGibson Research (Department for Education, 2022)

HLAEquity: Examining biases in pan-allele peptide-HLA binding predictors - Conev, Anja; Fasoulis, Romanos; Hall-Swan, Sarah; Ferreira, Rodrigo; Kavraki, Lydia E. (iScience, 2024)
Keywords: Computational bioinformatics; Human Geography; Immune system; Machine learning

WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork? - Conde, Miguel Á; Rodríguez-Sedano, Francisco J.; Rodríguez Lera, Francisco J.; Gutiérrez-Fernández, Alexis; Guerrero-Higueras, Ángel Manuel (International Conference on Human-Computer Interaction, 2021)
Keywords: ⛔ No DOI found

Public Universities with a Public Conscience - A Proposed Plan.pdf - Concerned Academics (2020)
A Proposed Plan for a Social Pedagogy Alternative in the Time of Pandemic

Commonwealth Secretariat Strategic Plan 2021/22 – 2024/25 - Commonwealth Secretariat (2021)

COL in the Commonwealth: Sierra Leone - Commonwealth of Learning (2020)
Keywords: _C:Sierra Leone SLE

International Partnership of Distance and Online Learning for COVID-19 - Commonwealth of Learning (Commonwealth of Learning, 2020)

A Blueprint for Education Data: Realising Children’s Best Interests in Digitised Education - Commission, Digital Futures (2023)
Keywords: Final_citation; anystyle; existing

Social Choice, Agency, Inclusiveness and Capabilities - Comim, Flavio; Anand, P. B.; Fennell, Shailaja (Cambridge University Press, 2024)
The capability approach is a versatile framework rooted on issues of justice and multidimensional assessment of quality of life developed in the 1980s as an alternative approach to prevailing mainstream development ideas focused narrowly on economic development. Most closely associated with the work of Amartya Sen, it has become of great interest to development scholars from a variety of different disciplines. Much has already been done exploring the conceptual foundations of the capability approach and discussing Sen's contribution to the field, but few books have explored the links between social choice (another field with rich contributions by Sen) and human development issues. Featuring many of the world's leading experts on social choice theory and capability indicators, Social Choice, Agency, Inclusiveness and Capabilities combines these interrelated themes into one volume and fully explores the relevance of social choice to human development.
Keywords: Business & Economics / Development / Economic Development; Social Science / Sociology / General

The Design of Teacher Assignment: Theory and Evidence. - Combe, Julien; Tercieux, Olivier; Terrier, Camille (2020)
To assign teachers to schools, a modiﬁed version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efﬁcient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efﬁciency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modiﬁed version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.
Keywords: Lebanon_event_2021; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Ireland IRL; _C:Italy ITA; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

CORONAVIRUS: OP-ED: Why it can’t be education as usual - Collective, Bua-lit (Daily Maverick, 2020)
In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn.

Developing a national EdTech strategy - Coflan, Caitlin; Wyss, Natalie; Thinley, Sangay; Roland, Mark (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries - Coflan, Caitlin Moss; Kaye, Tom (Zenodo, 2020)
Keywords: Final_citation; cited; existing

Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
Keywords: L:Special education needs and disabilities (SEND); LP: English; _C:Brazil BRA; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Pakistan PAK; _C:Portugal PRT; _C:South Africa ZAF; _C:Spain ESP; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity - Cobb, Casey D. (Review of Research in Education, 2020)
A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.
Keywords: Lebanon_event_2021; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:Japan JPN; _C:Netherlands NLD; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Open Pedagogy: A Systematic Review of Empirical Findings - Clinton-Lisell, Virginia (Journal of Learning for Development, 2021)
Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
Keywords: open education; open pedagogy; systematic review; ⛔ No DOI found

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org

2020 Remote Teaching Guide (Web-linked) - CILT (Centre for Innovation in Learning and Teaching, 2020)
Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit...

UCT Low Tech Remote Teaching Guidelines - CILT (Centre for Innovation in Learning and Teaching, 2020)
University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...

How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Journal of Human Resources, 2020)

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)

Improving the teaching of English as a first additional language in South Africa. - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (American Economic Association, 2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: C:South Africa; __C:filed:1

How to Support Students When Schools Reopen? - Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2020)

Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Important; Read; ⛔ No DOI found

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J.; Fleischz, B.; Kotze, J.; Mohohlwanex, N.; Taylor, S.; Thulare, T. (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Final_citation; cited; existing

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleisch, B; Kotze, J; Mohohlwane, N; Taylor, S; Thulare, T (2021)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Keywords: Health policy; Translational research

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Moss Coflan, Caitlin; Kaye, Thomas; Koomar, Saalim; McBurnie, Chris (2020)

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
Keywords: _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bolivia BOL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)

The building block thesis - Choudary, Sangeet Paul; Maruwada, Shankar (2022)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

L’avenir du travail en Afrique - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (Africa Development Forum series, 2020)
Keywords: _yl:b

The future of work in Africa: harnessing the potential of digital technologies for all - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (Africa Development Forum series, 2020)
Keywords: _yl:a

Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics - Chocarro, Raquel; Cortiñas, Mónica; Marcos-Matás, Gustavo (Educational Studies, 2021)

An Integrative Literature Review on Pain Alleviation Interventions for Hospitalized Children - Cho, Haeryun; Lee, Jungmin; Kim, Shin-Jeong (Child Health Nursing Research, 2020)
Keywords: __C:filed:1

The Impact of COVID-19 on Primary Education in Malawi: Exploring Policy Responses and Practices - Chiwaula, Lizzie W.; Kadzamira, Esme Chipo; Meke, Elizabeth Selemani (Journal of international cooperation in education, 2021)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Social Justice and Diversity in Zambia: The Role of Civic Education and Teachers - Chivunda, Kaumba; Kabombwe, Yvonne; Mwanza, Christine; Mupeta, Sydney (Asian Journal of Education and Social Studies, 2023)
This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.

Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum - Chiu, Thomas KF; Meng, Helen; Chai, Ching-Sing; King, Irwin; Wong, Savio; Yam, Yeung (IEEE Transactions on Education, 2021)

Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective - Chiu, Thomas KF; Chai, Ching-sing (Sustainability, 2020)

Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education - Chiu, Thomas K. F.; Xia, Qi; Zhou, Xinyan; Chai, Ching Sing; Cheng, Miaoting (Computers and Education: Artificial Intelligence, 2023)
Applications of artificial intelligence in education (AIEd) are emerging and are new to researchers and practitioners alike. Reviews of the relevant literature have not examined how AI technologies have been integrated into each of the four key educational domains of learning, teaching, assessment, and administration. The relationships between the technologies and learning outcomes for students and teachers have also been neglected. This systematic review study aims to understand the opportunities and challenges of AIEd by examining the literature from the last 10 years (2012–2021) using matrix coding and content analysis approaches. The results present the current focus of AIEd research by identifying 13 roles of AI technologies in the key educational domains, 7 learning outcomes of AIEd, and 10 major challenges. The review also provides suggestions for future directions of AIEd research.
Keywords: AI; Artificial intelligence; Artificial intelligence in education; Assessment; Final_citation; Learning; Systematic review; Teaching; anystyle; existing

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries - Chirwa, Ireen Nayame; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (British Journal of Education, 2022)

A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020 - Children and Youth Council of Thailand; UNICEF; The United Nations Development Programme (UNDP); The United Nations Populations Fund (UNFPA) (2020)
Keywords: _COVID_DEAA-List

Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution? - Chikhungu, Lana; Kadzamira, Esme; Chiwaula, Lizzie; Meke, Elizabeth (International Journal of Educational Research, 2020)
Keywords: _C:Malawi MWI

A systematic review of ambient heat and sleep in a warming climate - Chevance, Guillaume; Minor, Kelton; Vielma, Constanza; Campi, Emmanuel; O’Callaghan-Gordo, Cristina; Basagaña, Xavier; Ballester, Joan; Bernard, Paquito (medRxiv (Cold Spring Harbor Laboratory), 2023)
Abstract Background Earlier reviews documented the effects of a broad range of climate change outcomes on sleep but have not yet evaluated the effect of ambient temperature. This systematic review aims to identify and summarize the literature on ambient temperature and sleep outcomes in a warming world. Methods For this systematic review, we searched online databases (PubMed, Scopus, JSTOR, GreenFILE, GeoRef and PsycARTICLES) together with relevant journals for studies published before February 2023. We included articles reporting associations between objective indicators of ambient temperature and valid sleep outcomes measured in real-life environments. We included studies conducted among adults, adolescents, and children. A narrative synthesis of the literature was then performed. Findings The present systematic review shows that higher outdoor or indoor ambient temperatures, expressed either as daily mean or night-time temperature, are negatively associated with sleep quality and quantity worldwide. The negative effect of higher ambient temperatures on sleep is stronger in the warmest months of the year, among vulnerable populations and in the warmest areas of the world. This result appears consistent across several sleep indicators and measures. Interpretation Although this work identified several methodological limitations of the extant literature, a strong body of evidence from both this systematic review and previous experimental studies converge on the negative impact of elevated temperatures on sleep quality and quantity. In absence of solid evidence on fast adaptation to the effects of heat on sleep, rising temperatures induced by climate change pose a planetary threat to human sleep and therefore human health, performance and wellbeing.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

A systematic review of ambient heat and sleep in a warming climate - Chevance, Guillaume; Minor, Kelton; Vielma, Constanza; Campi, Emmanuel; O’Callaghan-Gordo, Cristina; Basagaña, Xavier; Ballester, Joan; Bernard, Paquito (Sleep Medicine Reviews, 2024)
Climate change is elevating nighttime and daytime temperatures worldwide, affecting a broad continuum of behavioral and health outcomes. Disturbed sleep is a plausible pathway linking rising ambient temperatures with several observed adverse human responses shown to increase during hot weather. This systematic review aims to provide a comprehensive overview of the literature investigating the relationship between ambient temperature and valid sleep outcomes measured in real-world settings, globally. We show that higher outdoor or indoor temperatures are generally associated with degraded sleep quality and quantity worldwide. The negative effect of heat persists across sleep measures, and is stronger during the hottest months and days, in vulnerable populations, and the warmest regions. Although we identify opportunities to strengthen the state of the science, limited evidence of fast sleep adaptation to heat suggests rising temperatures induced by climate change and urbanization pose a planetary threat to human sleep, and therefore health, performance, and wellbeing.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Artificial intelligence for climate change adaptation - Cheong, So‐Min; Sankaran, Kris; Bastani, Hamsa (WIREs Data Mining and Knowledge Discovery, 2022)
Abstract Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs. This article is categorized under: Application Areas > Government and Public Sector

Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings - Cheng, Wei; Carlin, Patrick; Carroll, Joanna; Gupta, Sumedha; Rojas, Felipe Lozano; Montenovo, Laura; Nguyen, Thuy; Schmutte, Ian; Scrivner, Olga; Simon, Kosali; Wing, Coady; Weinberg, Bruce (National Bureau of Economic Research, 2020)
In the early phases of the COVID-19 epidemic labor markets exhibited considerable churn, which we relate to three primary findings. First, reopening policies generated asymmetrically large increases in reemployment of those out of work, compared to modest decreases in job loss among those employed. Second, most people who were reemployed appear to have returned to their previous employers, but the rate of reemployment decreases with time since job loss. Lastly, the groups that had the highest unemployment rates in April also tended to have the lowest reemployment rates, potentially making churn harmful to people and groups with more and/or longer job losses. Taken together, these estimates suggest that employment relationships are durable in the short run, but raise concerns that employment gains requiring new employment matches may not be as rapid and may be particularly slow for hard-hit groups including Hispanic and Black workers, youngest and oldest workers, and women.

Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success - Chen, Yu; Jensen, Scott; Albert, Leslie J.; Gupta, Sambhav; Lee, Terri (Information Systems Frontiers, 2023)
Keywords: _z:no_pdf

An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis - Chen, Penghe; Lu, Yu (AI in Learning: Designing the Future, 2023)
Student problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.
Keywords: Assistant; Dialogue system; Need deficiency; Problem behavior; Question answering

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings - Chen, Mengdi; Zee, Marjolein; Roorda, Debora L. (European Journal of Developmental Psychology, 2021)
The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.
Keywords: Cross-cultural research; measurement invariance; student–teacher relationship drawings; student–teacher relationships

Artificial Intelligence in Education: A Review - Chen, Lijia; Chen, Pingping; Lin, Zhijian (IEEE Access, 2020)
The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.
Keywords: Education; Learning (artificial intelligence); Microcomputers; Robots; Technological innovation; artificial intelligence; leaner

Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations? - Chen, I-Chien; Bradford, Lydia; Schneider, Barbara (AI in Learning: Designing the Future, 2023)
As AI and machine learning permeates every area of life, its use to ameliorate educational inequities becomes of great interest. One important application of machine learning within education is to help students increase their alignment of career choice, educational attainment, and projected salary. Alignment theory has shown that having alignment yields higher educational attainment for students. Using the app, Init2Winit, which has students play a game which gives them points for correct alignment, this chapter explores how machine learning, in particular using a decision tree, can give insights into game use and its relation to educational expectations. This model builds a basis for the improvement of Init2Winit to increase student educational expectations through counselor interventions and how other educational applications could use machine learning for insights to improve educational outcomes. The model can decrease educational inequities by increasing educational attainment for those in underrepresented minorities.
Keywords: Alignment; Artificial intelligence (AI); Career knowledge; Decision trees; Supervised machine learning algorithms

Review of Learning Tools for Effective Radiology Education During the COVID-19 Era - Chen, David; Ayoob, Andres; Desser, Terry S.; Khurana, Aman (Academic Radiology, 2022)
Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.
Keywords: Coronavirus; Electronic teaching tools; Medical education; Online education; Radiology; SARS-Cov-2; _genre:LR-literature_review

Students’ behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course - Chen, C.-L.; Wu, C.-C. (Computers and Education, 2020)
Mathematics remedial instruction is a mathematics education topic worthy of attention; therefore, studying how to effectively implement remedial instruction is essential. A Grade 12 calculus course was used as a case study for exploring the effects of information and communication technology (ICT)-integrated mathematics remedial instruction and factors affecting students' intention to use. A within-group design was adopted to examine whether students' grades on the same type of question in a posttest were significantly higher than in a pretest using a paired samples t-test. Results showed that when ICT-integrated mathematics remedial instruction was not implemented, students' scores in the posttest were not significantly higher; however, after implementing ICT-integrated mathematics remedial instruction, the grades in the posttest were significantly higher. Regarding students' intention to use ICT-integrated mathematics remedial instruction, the research model was developed from the technology acceptance model. This study analyzed data collected from questionnaires using the partial-least-squares structural equation modeling multivariate data analysis method. The results indicated that (1) perceived usefulness significantly affected attitude toward use and behavioral intention to use; (2) attitude toward use significantly affected behavioral intention to use; and (3) attitude toward use exhibited significant mediating effects between perceived usefulness and behavioral intention to use, indicating that perceived usefulness primarily affected students’ behavioral intention to use through attitude toward use. The results may facilitate the application of technology to implement mathematics remedial instruction. © 2019 Elsevier Ltd
Keywords: Applications in subject areas; Applications in subject areas ∙; Calculations; Computer aided instruction; Edtech; Education computing; Improving classroom teaching; Improving classroom teaching ∙; Information and Communication Technologies; Integration; Interactive learning environment; Interactive learning environments ∙; Knowledge acquisition; Least squares approximations; Marginalised; Multivariant analysis; Multivariate data analysis method; Pedagogy; Structural equation modeling; Students; Surveys; Teaching; Teaching/learning strategies; Teaching/learning strategy; Technology acceptance model; _AcademicRecoveryOECS

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)

Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic - Chea, Phal; Chankoulika, Bo; Minami, Ryuto (2022)
This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.

Conversational AI Applications in Ed‐Tech Industry: An Analysis of Its Impact and Potential in Education - Chauhan, Deepika; Singh, Chaitanya; Rawat, Romil; Chouhan, Mukesh (Conversational Artificial Intelligence, 2024)

Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project - Charitonos, Koula; Rodriguez, Carolina Albuerne; Witthaus, Gabi; Bossu, Carina (Journal of Interactive Media in Education, 2020)
Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.
Keywords: Refugee Action; access to justice; open education; professional learning; refugee sector; social justice; technology-enhanced learning

Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum - Changwe, Robert; Mwanza, Christine (International Journal of Research and Innovation in Social Science, 2022)

Chatbot-facilitated Nursing Education - Chang, Ching-Yi; Kuo, Shu-Yu; Hwang, Gwo-Haur (Educational Technology & Society, 2022)
Keywords: ⛔ No DOI found

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (Comparative and International Education Society 65th Annual Meeting, 2021)

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: Final_citation; cited; existing

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _zenodoETH

Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration - Chamout, Rima (Walden University, 2020)
Keywords: _C:Algeria DZA; _C:China CHN; _C:Croatia HRV; _C:France FRA; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Kurdistan XKRDN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Saudi Arabia SAU; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities - Chaka, Chaka (In Review, 2020)
Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.

Embracing digital skills: Now and tomorrow (infographic) - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Research Methods for Education - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2021)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Research Methods for Education: Reading List - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Summary Report: Evaluation of the Rapid Teacher Training - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Embracing digital skills: Now and tomorrow (Policy Brief) - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Education, Open Development and (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review - Cavus, Nadire; Sani, Abdullahi S.; Haruna, Yusuf; Lawan, Abdulmalik A. (Sustainability, 2021)
The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.
Keywords: COVID-19; _genre:LR-literature_review; eLearning; education; social media; social networking sites

A literature review: efficacy of online learning courses for higher education institution using meta-analysis - Castro, Mayleen Dorcas B.; Tumibay, Gilbert M. (Education and Information Technologies, 2021)
The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

Do Large Language Models Understand Chemistry? A Conversation with ChatGPT - Castro Nascimento, Cayque Monteiro; Pimentel, André Silva (Journal of Chemical Information and Modeling, 2023)
Large language models (LLMs) have promised a revolution in answering complex questions using the ChatGPT model. Its application in chemistry is still in its infancy. This viewpoint addresses the question of how well ChatGPT understands chemistry by posing five simple tasks in different subareas of chemistry.

Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts - Castillo, Nathan; Adam, Taskeen; Haßler, Björn (Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 2022)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries - Castillo, Nathan M.; Adam, Taskeen; Alam, Andaleeb; Alrawashdeh, Ghaida S; Tiwari, Priyamvada (UNICEF Office of Global Insight & Policy, 2022)
Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This research report presents data on DPL effectiveness in LMICs from over 40 interventions worldwide by to classifying and categorizing design features, implementation models, and scalability factors. Implications for future research and design are discussed from a multi-stakeholder perspective.
Keywords: Global studies; Learning; Policy action; Quality of education; technology in education

Improving machine learning performance using conceptual modeling - Castellanos, A.; Castillo, A.; Tremblay, M.C. (2021)

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India - Cashman, Laura; Sabates, Ricardo; Alcott, Benjamin (International Journal of Educational Research, 2021)
Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India.
Keywords: Asset ownership; India; Parental involvement; Principal component analysis; Wealth

Play in Crisis: support for parents and carers - Casey, Theresa (International Play Association, 2020)

Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? - Cary, Mari Strand; Kennedy, Patrick C.; Shanley, Lina; Clarke, Ben (Journal of Special Education Technology, 2020)
Keywords: _C:Jordan JOR; _C:United States USA; __C:filed:1; __C:scheme:1

Planning for School Reopening and Recovery After COVID-19 - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Centre for Global Development, 2020)
Keywords: ⛔ No DOI found

Cross-Border Higher Education and Quality Assurance. Results from a Systematic Literature Review - Carvalho, Nathan; Rosa, Maria J.; Amaral, Alberto (Journal of Studies in International Education, 2022)
Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies.
Keywords: agencies; cooperation; cross-border higher education; higher education institutions; internationalisation; quality assurance; transnational education

Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana - Carter, Emma; Sabates, Ricardo; Rose, Pauline; Akyeampong, Kwame (International Journal of Educational Development, 2020)
This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.
Keywords: Alternative education; Ghana; Literacy; Mother tongue; Out of school

Madagascan heatwave ‘virtually impossible’ without human-caused global heating - Carrington, Damian; editor, Damian Carrington Environment (The Guardian, 2023)
Study finds impact of heat on millions of people went unrecorded, highlighting limitations many African countries face
Keywords: Africa; Climate crisis; Environment; Extreme heat; Extreme weather; Madagascar; World news

COVID-19 and teacher education: a literature review of online teaching and learning practices - Carrillo, Carmen; Flores, Maria Assunção (European Journal of Teacher Education, 2020)
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
Keywords: Covid-19; Online learning; online practices; teacher education

Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic - Carlana, Michela; Ferrara, Eliana (2021)
Keywords: Final_citation

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for IGOs - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:r; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for Ministries - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:s; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _yl:u; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:u; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap for Principals - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:t; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap Poster - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:t; _zenodo:submitted; _zenodoETH:submitted

Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook - Camilleri, Mark Anthony (International Journal of Quality and Service Sciences, 2021)
Purpose This study aims to present a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the coronavirus (COVID-19) pandemic. Design/methodology/approach The study relied on the grounded theory’s inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents, as well as from university ranking sites and league tables. Findings The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high-impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality/value This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward. In conclusion, it implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era.
Keywords: COVID-19; Education technology; Higher education; Higher education institutions; Higher education performance; Higher education service quality; Performance evaluation; Performance indicators; Service quality; Universities

A topography of climate change research - Callaghan, Max; Minx, Jan C.; Forster, Piers M. (Nature Climate Change, 2020)
The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Back Doors, Trap Doors, and Fourth-Party Deals: How You End up with Harmful Academic Surveillance Technology on Your Campus without Even Knowing - Caines, Autumm; Silverman, Sarah (The Journal of Interactive Technology and Pedagogy, 2021)
Keywords: Final_citation; Issue Twenty; anystyle; existing; ⛔ No DOI found

Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis - Cai, Zhihui; Mao, Peipei; Wang, Dandan; He, Jinbo; Chen, Xinjie; Fan, Xitao (Educational Psychology Review, 2022)
Keywords: Final_citation; cited; existing

Systematic Review of the Literature About the Effects of the COVID-19 Pandemic on the Lives of School Children - Cachón-Zagalaz, Javier; Sánchez-Zafra, María; Sanabrias-Moreno, Déborah; González-Valero, Gabriel; Lara-Sánchez, Amador J.; Zagalaz-Sánchez, María Luisa (Frontiers in Psychology, 2020)
Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.
Keywords: COVID-19; Children; Coronavirus; Psychology; physical activity

COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules - Butler-Henderson, K.; Crawford, J.; Rudolph, J.; Lalani, K.; Sabu, K. M. (Journal of Applied Learning & Teaching, 2020)
The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless.

Editor’s Comments: advancing research transparency at MIS quarterly: a pluralistic approach - Burton-Jones, A.; Boh, W.F.; Oborn, E. (MIS Quarterly, 2021)
Keywords: ⛔ No DOI found

Technology in education - Burns, Mary (Background paper prepared for the 2023 Global Education Monitoring Report, 2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approachtechnology. The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.

Transnational Black Feminism and Qualitative Research: Black Women, Racialization and Migration - Burkhard, Tanja J. (2021)

Schools, skills, and learning: The impact of COVID-19 on education - Burgess, Simon; Sievertsen, Hans Henrik (VoxEU.org, 2020)
The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts.

Antwort der Bundesregierung auf die Kleine Anfrage: Anwerbung von Pflege- und Gesundheitsfachkräften durch die Deutsche Gesellschaft für Internationale Zusammenarbeit, Zentrale Auslands- und Fachvermittlung und die Bundesagentur für Arbeit im Rahmen des Projekts „Triple Win“, Bundestags-Drucksache 19/16732. - Bundesregierung (2020)

Datenreport zum Berufsbildungsbericht 2021 Informationen und Analysen zur Entwicklung der beruflichen Bildung. - Bundesinstitut für Berufsbildung (2021)

School Facet Through Surrounding Factors: A Geospatial Analysis of Community Social Capital Impacting Elementary Schools - Budhwani, Sajjid (University of Denver, 2020)
School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2.
Keywords: Community resources; Community social captial; Education and GIS; School surrounding; Social capital; Spatial equity; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Mexico MEX; _C:Netherlands NLD; _C:Philippines PHL; _C:Sweden SWE; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. - Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane; Kaije, Doris (Journal of Learning for Development, 2021)
Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.
Keywords: OER; Professional identity; Storytelling methodology; _genre:PR-primary_research; ⛔ No DOI found

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (The EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
Keywords: _C:Gambia GMB; _C:Jordan JOR; _C:Malawi MWI; _C:Portugal PRT; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _zenodoODE

Integration von Migrantinnen und Migranten in Deutschland - Anerkennung ausländischer Berufsabschlüsse hat positive Arbeitsmarkteffekte - Brücker, Herbert; Glitz, Albrecht; Lerche, Adrian; Romiti, Agnese (2021)
Keywords: ⛔ No DOI found

Erwerbsmigration über die Westbalkanregelung: Hohe Nachfrage und gute Arbeitsmarktintegration - Brücker, Herbert; Falkenhain, Mariella; Fendel, Tanja; Promberger, Markus; Raab, Miriam (IAB-Kurzbericht, 2020)

Language Models are Few-Shot Learners - Brown, Tom B.; Mann, Benjamin; Ryder, Nick; Subbiah, Melanie; Kaplan, Jared; Dhariwal, Prafulla; Neelakantan, Arvind; Shyam, Pranav; Sastry, Girish; Askell, Amanda; Agarwal, Sandhini; Herbert-Voss, Ariel; et al. (arXiv, 2020)
Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.
Keywords: Computer Science - Computation and Language

Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom - Brown, Monica; Croft, Benjamin (Journal of Interactive Media in Education, 2020)
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.
Keywords: __C:filed:1; annotation; critical social annotation; inclusive; open pedagogical practices; open pedagogy

The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning - Brown, Mark; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Lochlainn, Conchúr Mac (Journal of Learning for Development, 2021)
This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
Keywords: Credentials; Digital Badges; Employability; Micro-credentials; Transversal Skills; _genre:PR-primary_research; ⛔ No DOI found

Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan - Brown, Felicity L; Farag, Alawia I; Hussein Abd Alla, Faiza; Radford, Kate; Miller, Laura; Neijenhuijs, Koen; Stubbé, Hester; de Hoop, Thomas; Abdullatif Abbadi, Ahmed; Turner, Jasmine S.; Jetten, Andrea; Jordans, Mark J.D. (Journal of Development Effectiveness, 2020)
Innovations are needed to address the global issue of access to highquality education, particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’) led to significantly greater improvements in mathematics competency, Arabic literacy competency, and psychological wellbeing of children aged 7–9 in Sudan, compared to state-provided education for out-of-school children, 6 months after the start of the programme implementation (n = 221). These findings were corroborated and extended by qualitative data from 33 focus group discussions and key informant interviews with children, learning directors, caregivers, community leaders, and supervisory staff. We found no differ ence between groups on child-reported hope, and we found evidence for a significant negative intervention effect on child-reported self-esteem, though the psychometric properties of these instruments were not ade quate. We report several considerations related to the experience of local facilitators, programme implementation challenges, and the importance of community acceptance and engagement for fidelity of implementation.

An IoT-based deep learning approach to analyse indoor thermal comfort of disabled people - Brik, Bouziane; Esseghir, Moez; Merghem-Boulahia, Leila; Snoussi, Hichem (Building and Environment, 2021)
Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94% and a precision and recall of 98% and 97%, respectively.
Keywords: Building sustainability; Deep learning; Disabled people; Indoor thermal comfort prediction and monitoring; Internet of Things (IoT)

Lessons from the influx of preprints during the early COVID-19 pandemic - Brierley, Liam (The Lancet Planetary Health, 2021)

The role of research preprints in the academic response to the COVID-19 epidemic - Brierley, Liam (2020)
The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance.

Research-to-Change Toolkit: Implementation Research for Youth Practitioners - Brian Batayeh (IREX and Youth Excel Consortium., 2022)

The Circular Economy: Micro-Macro Linkages and Implications for Commonwealth Countries - Brain, Sophie; Awiti, Christine (Commonwealth iLibrary, 2023)
In the ongoing fight against poverty and inequality, globalization and sustained economic growth are perceived as key to ending global poverty and achieving the Sustainable Development Goals (SDGs). Sustained economic growth is traditionally seen as leading to increased income, which either directly or indirectly lowers poverty levels. Similarly, as the world becomes more globalized, it is assumed that the increase in trade will be accompanied by good quality jobs in both industry and services and, consequently, increasing income, declining poverty and sustained growth.

Personalization in bert with adapter modules and topic modelling - Braga, Marco; Raganato, Alessandro; Pasi, Gabriella (2023)
Keywords: ⛔ No DOI found

New Hub Aims to Help Schools Find the Right Ed-Tech Products During COVID-19 - Bradley, Brian (Market Brief, 2020)
The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively.
Keywords: __C:filed:1

Rapid food and income security assessment Round 2: How are BRAC International volunteers and programme participants coping with COVID-19 - BRAC (2020)
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape - Bozkurt, Aras; Xiao, Junhong; Lambert, Sarah; Pazurek, Angelica; Crompton, Helen; Koseoglu, Suzan; Farrow, Robert; Bond, Melissa; Nerantzi, Chrissi; Honeychurch, Sarah; Bali, Maha; Dron, Jon; et al. (Asian Journal of Distance Education, 2023)
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
Keywords: _r:ImportedToMyEducationEvidence; artificial intelligence (AI); artificial intelligence in education (AIEd); future educational perspectives; generative pre-trained transformer (GPT); natural language processing; speculative methodology; ⛔ No DOI found

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Keywords: Author:OpenDevEd; COVID-19; Coronavirus Pandemic; _C:Algeria DZA; _C:Argentina ARG; _C:Australia AUS; _C:Belize BLZ; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Guatemala GTM; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Mexico MEX; _C:Namibia NAM; _C:Netherlands NLD; _C:Peru PER; _C:Philippines PHL; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; distance education; docs.opendeved.net; emergency remote education; online learning; ⛔ No DOI found

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age - Bozkurt, Aras (Journal of Interactive Media in Education, 2020)
Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.
Keywords: Final_citation; anystyle; existing

Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal - Bozkurt, Aras (Journal of Learning for Development, 2022)
The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.
Keywords: Covid-19 pandemic; _genre:PR-primary_research; emergency remote education; higher education; online distance education; teaching and learning; ⛔ No DOI found

Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource - Bowman, Alicia; Jallow, Shelley (WestEd, 2020)
School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.
Keywords: Access to Computers; Access to Education; At Risk Students; Barriers; Communicable Diseases; Crisis Management; Disease Control; Distance Education; Family Environment; Food; Internet; Online Courses; Planning; Public Schools; Readiness; School Closing; Student Needs; Teacher Competencies; Teacher Role

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Keywords: Final_citation; cited; existing

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.

School Counselors and COVID-19 - Boudreau, Emily (Harvard Graduate School of Education, 2020)

A Learning Design for Deep Learning for a Distance Teacher Education Programme - Bose, Sutapa (Journal of Learning for Development, 2021)
Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
Keywords: Distance teacher education; deep learning; learning design; pedagogy; self learning material; ⛔ No DOI found

The marginal returns to distance education: Evidence from mexico’s telesecundarias - Borghesan, Emilio; Vasey, Gabrielle (2021)
Keywords: Final_citation; cited; existing

Emerging Issues in East Africa for Girls’ Education in East Africa - Booth, Rachel (2022)
Despite progress on girls’ education in the past 25 years, many girls in East Africa are still facing profound education challenges. When combined with gender norms, poverty, location, and disability, girls are likely to struggle with accessing and remaining in education. External pressures such as the COVID-19 pandemic, climate-related disasters, and conflict all exacerbate existing inequalities This report draws together evidence on the current status of girls’ education in Somalia, Sudan, Kenya, Ethiopia, Tanzania, Uganda, Rwanda, and South Sudan, based on 15 days of desk-based research and key informant interviews. Using a combination of education systems thinking and the socio-ecological model, it examines and emphasises the importance of feedback loops, relationships between different actors in the education system and social norms and power which influence education systems and girls’ educational outcomes. The countries covered in this study are at different stages of education system evolution. Further detailed research is needed to find specific entry points for girls’ education support by country. Entry points for potential support have emerged as common themes across the four FCDO priority countries. These are System strengthening, creating Enabling Environments, and Investment in Girls Agency.
Keywords: ⚠️ Invalid DOI

Onder de motorkap: Onderzoek naar EdTech testbeds in Europa - Boot, N.; Jukema, H.; Stappen, E. van der (2022)
Het onderwijs is voortdurend in ontwikkeling. Studenten hebben behoefte aan afwisselend onderwijs dat aansluit op hun eigen belevingswereld. Terwijl docenten het best mogelijke onderwijs willen

A Review Of The Management Theory For Special Education Task Load Perspective - Boon, Quah Wei; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There is evidence related to the existence of the issue of teacher workload through several studies. Many researchers have found that workload factors are closely related to the stress levels of special education teachers. They noted that this workload factor is also the highest factor that has caused stress among special education teachers. The study also found that the majority of respondents agreed that special education teachers are burdened with various tasks in school which will ultimately affect the quality of the teaching process and job satisfaction of the teachers involved. There are also studies that state that special education teachers not only need to carry out the teaching process in the classroom, but also be involved in administrative work, discipline management, substitute teachers and many other workloads. This situation requires special education teachers to manage their assignments efficiently and systematically. This study was conducted to examine the existing management theories, in helping teachers manage their assignments better.
Keywords: ⛔ No DOI found

A grid-based sample design framework for household surveys - Boo, Gianluca; Darin, Edith; Thomson, Dana R.; Tatem, Andrew J. (Gates Open Research, 2020)
Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and k -means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys.

Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom - Bonneton-Botté, Nathalie; Fleury, Sylvain; Girard, Nathalie; Le Magadou, Maëlys; Cherbonnier, Anthony; Renault, Mickaël; Anquetil, Eric; Jamet, Eric (Computers & Education, 2020)
Keywords: __C:filed:1

Mapping research in student engagement and educational technology in higher education: a systematic evidence map - Bond, Melissa; Buntins, Katja; Bedenlier, Svenja; Zawacki-Richter, Olaf; Kerres, Michael (International Journal of Educational Technology in Higher Education, 2020)
Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.
Keywords: Educational technology; Evidence map; Higher education; Student engagement; Systematic review; _genre:LR-literature_review

Global emergency remote education in secondary schools during the COVID-19 pandemic - Bond, Melissa; Bergdahl, Nina; Mendizabal-Espinosa, Rosa; Kneale, Dylan; Bolan, Faye; Hull, Poppy; Ramadani, Fjolla (Open Science Framework, 2021)
Global emergency remote education in secondary schools during the COVID-19 pandemic
Keywords: _genre:LR-literature_review; stress

Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review - Bond, Melissa (Asian Journal of Distance Education, 2020)
The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
Keywords: Bibliometrics; COVID-19; Distance Education; Educational Change; Educational Environment; Educational Research; Educational Technology; Electronic Learning; Elementary Secondary Education; Faculty Development; Family Influence; Foreign Countries; Learner Engagement; Literature Reviews; Pandemics; Peer Influence; Research Methodology; School Closing; Teacher Influence; Technology Uses in Education; _genre:LR-literature_review; ⛔ No DOI found

Barriers to Education for Girls in the Democratic Republic of Congo - Bolton, Laura (2020)
There was little published literature on the barriers to girls’ education in the DRC. The main findings of the research suggest that cultural history, economic lack, and the coexistence of these are the main factors hindering access to girls’ education. Limited data suggest that inequality is less significant at primary age so looking at problems for both boys and girls is likely to be relevant. At adolescence the gap is wider and the barriers are more gendered. This review synthesises evidence on barriers hindering access to education the reasons for low attainment or achievement levels for girls in the Democratic Republic of Congo (DRC). Other barriers identified include: early/forced marriage, parents’ lack of interest in childrens’ activities and low value placed on schooling, and children’s disinterest in school due to lack of school quality. The research provides a very useful insight but there is agreement1 that there are distinct regional differences in the DRC. For example, rural areas have more children out of school than urban areas. Recommendations for improved learning outcomes from DFID Girls’ Education Challenge include: coaching for teachers alongside structured teaching materials, extra-curricular clubs and activities, collection of data for planning, working with boys and men to improve gender inequality, and promoting change at all levels (community, school and national).
Keywords: ⛔ No DOI found

Transition to Federal Health and Education Governance - Bolton, Laura (2021)
This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.

Artificial Intelligence for Literature Reviews: Opportunities and Challenges - Bolanos, Francisco; Salatino, Angelo; Osborne, Francesco; Motta, Enrico (arXiv, 2024)
This manuscript presents a comprehensive review of the use of Artificial Intelligence (AI) in Systematic Literature Reviews (SLRs). A SLR is a rigorous and organised methodology that assesses and integrates previous research on a given topic. Numerous tools have been developed to assist and partially automate the SLR process. The increasing role of AI in this field shows great potential in providing more effective support for researchers, moving towards the semi-automatic creation of literature reviews. Our study focuses on how AI techniques are applied in the semi-automation of SLRs, specifically in the screening and extraction phases. We examine 21 leading SLR tools using a framework that combines 23 traditional features with 11 AI features. We also analyse 11 recent tools that leverage large language models for searching the literature and assisting academic writing. Finally, the paper discusses current trends in the field, outlines key research challenges, and suggests directions for future research.
Keywords: Computer Science - Artificial Intelligence; Computer Science - Human-Computer Interaction; Computer Science - Information Retrieval

Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior - Boix-Vilella, Salvador; Saiz-Clar, Elena; León-Zarceño, Eva; Serrano, Miguel Angel (Sustainability, 2021)
Keywords: BE:RELEVANT

Machine learning in weather prediction and climate analyses—applications and perspectives - Bochenek, Bogdan; Ustrnul, Zbigniew (Atmosphere, 2022)

Effects of Classroom Environment on Learning - Blaker, Andrew; Andrew, Blaker (甲南大学マネジメント創造学部HSMR編集委員会, 2020)
Keywords: BE:RELEVANT

Social Hazards or Helpers?: The Role of Mobile Media in Early Childhood Social Development - Blackwell, Courtney K. (Mobile Learning Applications in Early Childhood Education, 2020)
Keywords: __C:filed:1

GPT-NeoX-20B: An Open-Source Autoregressive Language Model - Black, Sid; Biderman, Stella; Hallahan, Eric; Anthony, Quentin; Gao, Leo; Golding, Laurence; He, Horace; Leahy, Connor; McDonell, Kyle; Phang, Jason; Pieler, Michael; Prashanth, USVSN Sai; et al. (arXiv, 2022)
We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.
Keywords: Computer Science - Computation and Language

TV-Based Learning in Bangladesh : Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, TM; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlena (World Bank, 2020)

Safe Schools course: Assessment materials for modules 1, 2, and 3 - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 1: Creating safer schools - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 2: Managing emergencies in safe schools - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 3: Education continuity and disaster resilient education - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms - Birch, Izzy (2020)
The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, M.; Kaushik, A. (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Keywords: Accelerated Learning Programmes (ALPs); Evaluation; Iraq; LMIC; Marginalised; Sustainable Development Goal; Sustainable Development Goal (SDG) 4; United Nations; _AcademicRecoveryOECS; _Added to LR; _G:reviewed; access to education; education in (post-)conflict environments; education in emergencies; interview; learning; mixed; policy implementation; secondary education; survey; young population

The Effects of Air Temperature to the Cognitive Performance of Grade Five Pupils - Bigueja, Myrna C.; Tabardillo, Rosemarie A.; Amoroso, Sheila E.; Tabardillo, Joselito D. (2022)
High temperature makes the children uneasy during classroom activities. This study examines the effect of air temperature to children‟s cognitive performance. The school profile was determined such as: the total number of teachers, number of enrollees, land area (sq.m.), number of buildings and number of trees was determined to support the analysis of the data collected. The respondents were the Top thirty (30) Grade V pupils from public city elementary school in the Bicol Region. The pen-and-paper test was administered using the standardized test question in Science V of forty (40) items. The examination was done in the room without ventilation at 9:00 O‟clock to 11 O‟clock in the morning. Outdoor and indoor air temperature was recorded. The temperature recorded in the seven Public Central City Elementary Schools ranged from 240C to 310C. The recorded temperature indicates that the air contains particulates or pollutants like CO2 resulting in high temperature. Future work is required to establish evidence based guidelines for average temperatures and CO2 levels in classrooms. Findings suggest that high ventilation rates and low temperatures are required to provide optimum health outcomes and learning conditions. Natural Ventilation is also recommended through planting more trees in school vicinity to provide fresher air.
Keywords: BE:RELEVANT; ⛔ No DOI found

Machine learning for research on climate change adaptation policy integration: an exploratory UK case study - Biesbroek, Robbert; Badloe, Shashi; Athanasiadis, Ioannis N. (Regional Environmental Change, 2020)
Abstract Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy.

A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa - Bidassey-Manilal, Shalin; Wright, Caradee Yael; Kapwata, Thandi; Shirinde, Joyce (International journal of environmental research and public health, 2020)
Keywords: BE:LMIC; BE:RELEVANT

Work from Home after the COVID-19 Outbreak - Bick, Alexander; Blandin, Adam; Mertens, Karel (Social Science Research Network, 2020)
Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.
Keywords: Adam Blandin; Alexander Bick; Karel Mertens; SSRN; Work from Home after the COVID-19 Outbreak

SAI International School: In Pursuit of Academic Happiness - Bhutoria, Aditi; Mukhopadhyay, Bhaswati (2022)
Keywords: ⛔ No DOI found

Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data - Bhutoria, Aditi; Aljabri, Nayyaf (Large-scale Assessments in Education, 2022)

Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018 - Bhutoria, Aditi; Aljabri, Nayyaf (Computers & Education, 2022)
Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.
Keywords: Concave returns; Hierarchical linear modeling (HLM); Information and communication technology (ICT); Organisation of economic cooperation and development (OECD); Programme for international student assessment (PISA); _genre:PR-primary_research

Dealing with online and blended education in modern challenging times - Bhutoria, Aditi (DECISION, 2022)

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

A sustainable economic revival plan for post-COVID-19 using machine learning approach–a case study in developing economy context - Bhanot, Neeraj; Ahuja, Jaya; Kidwai, Humaid Imran; Nayan, Ankit; Bhatti, Rajbir S. (Benchmarking: An International Journal, 2023)
Keywords: Final_citation

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Keywords: _genre:PR-primary_research; interesting

Improving the teaching of FLN: Insights from behavioral sciences - Better purpose (2022)
The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.
Keywords: education

Social mobility landscape review - Summary report - Better purpose (2021)
Keywords: education

The science of learning - A summary of evidence about how children learn - Better purpose (2020)
Keywords: education

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Keywords: Final_citation; cited; existing

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Keywords: Content analysis; Education--Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Tara Ding, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy (Policy Notes, 2020)
Keywords: CORONAVIRUS; COVID-19; EARLY CHILDHOOD EDUCATION; TEACHER TRAINING

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Background The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health. Methods We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health. FundingForeign, Commonwealth & Development Office.
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Keywords: openalex:n:1; openalex:yes

Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context? - Berger, Loic; Berger, Nicolas; Bosetti, Valentina; Gilboa, Itzhak; Hansen, Lars Peter; Jarvis, Christopher; Marinacci, Massimo; Smith, Richard (SSRN Electronic Journal, 2020)
Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process.
Keywords: __C:filed:1; ambiguity; decision rules; model uncertainty; robustness

How do higher education institutions promote sustainable development? A literature review - Berchin, Issa Ibrahim; de Aguiar Dutra, Ana Regina; Guerra, José Baltazar Salgueirinho Osório de Andrade (Sustainable Development, 2021)
Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience.
Keywords: education for sustainable development; environmental education; higher education institutions; sustainable development