Changing role of multilingualism: unnecessary load or sophisticated help in autism spectrum disorder (ASD)?
University of Warsaw, Poland
Prof.Dr.Susan Tyrrell
Every Seven Years: Recursive Trends and Mandates in Teacher Education Drive Rising Attrition Rates
University of North Texas, USA
Prof.Dr.Consuelo Pizarro
Interdisciplinary Chemistry Pedagogical Project: Monitoring Heavy Metals in Groundwater Near Dumping Sites
University of La Rioja, Spain
Prof.Dr.Diane Querrien
Exploring Language Teachers’ Plurilingual Repertoires: A Lever for Transforming Beliefs and Practices
Concordia University, Canada
Prof.Dr.Ugorji Ogbonnaya
Representations of Euclidean Geometry Tasks in Secondary School Mathematics Textbooks
University of Pretoria, South Africa
Prof.Dr.Catarina Frade Mangas
A Participatory Approach to Academic Success in Higher Education
CICS.NOVA, CI&DEI, School of Education and Social Sciences (ESECS), Polytechnic University of Leiria, Portugal
Dr. Lu Liu
Exploring Student Acceptance of Generative AI Tools in Providing Feedback for Non-Fiction Chinese Writing Instruction
The Hong Kong Polytechnic University, Hong Kong
Dr. Allison Byth
Supporting Graduate Teacher Job Application Readiness Through AI Simulation
Monash University, Australia
Dr. Ayeshah Alazmi
Predicting teacher voice behaviour: The influence of distributed leadership, psychological empowerment and power distance orientation in Kuwait
Kuwait University, Kuwait
Dr. William Jeynes
The Relationship between Certain Key Components of Parental Involvement and Student Academic Outcomes
California State University at Long Beach (and Witherspoon Institute at Princeton), USA
Dr. Attapol Khamkhien
Cultural Collocational Transfer in Thai EFL Learner Writing: A Corpus-Based Analysis of Cultural Conceptualization and Lexical Nativization
Thammasat University, Thailand
Dr. Tianhua Xu
Pedagogical Studies in Optical Communications within Higher Education
University of Warwick, UK
Dr. Mbali Tsibuli
Exploring how lecturers’ behaviours influence the motivation of African higher education students to participate in Self-Directed Learning.
North-West University, South Africa
Dr. Simona Michelon
Students’ Fragmented and Distributed Attention in Cognitive Ecologies
Università di Reggio Emilia, Italy
Dr. Nik Siti Hanifah Nik Ahmad
Using Practical Informatics Course to Reveal the Student Chosen Role Model
Universiti Sains Malaysia, Universiti Selangor, Malaysia
Mr.Abdullah Alazmi
The Extent to Which Social Studies Teachers Integrate Citizenship Competencies into Their Teaching Practices at the Intermediate Level in Public Schools in Kuwait: Teachers’ Perspectives
Kuwait University, Kuwait
Mr.Abdulrahman Hamad
The Impact of Speech Acts on the Language Proficiency of Kurdish EFL Learners in Iraq
Dadyar Group, Iraq
Mr.Ziyue Feng
What do students care about? A topic analysis of online student evaluations on RateMyProfessors
The Hong Kong University of Science and Technology, Hong Kong
Mrs. Shu-Min Tung Kaldis
Teaching a Foreign Language Through Comics & Comic Book Creation
Department of Asian & Asian American Studies, Binghamton University (S.U.N.Y.) New York State, USA
Mrs. Birgül Sevinç
Examining the Effect of Teachers’ Perceptions of Destructive Leadership on Levels of Organisational Silence
Gaziantep University, Turkey
Mrs. Josephine Ebejer Grech
Exploring Educators’ Views on Identifying Key Wellbeing Services and Using GDPR-Protected Information for Professional Development in a Post-Secondary School in Malta
IDEA College Malta, Malta
Mrs. Noof Khalfan Saif Al Harrasi
A Classroom Investigation: Teacher Talk
University of Technology and Applied Sciences, Oman
Ms. Mi Tang
Exploring Acceptance and Engagement with AI for EFL Reading Practice among Chinese Primary School Students: A Motivational Technology Acceptance and Engagement Model perspective
Chinese University of Hong Kong
Ms. Mariyam Bee Binte Abu Bakar
Perceptions of Arabic Language Difficulty Among Non-Native Learners: Implications for Self-Efficacy
Nanyang Technological University, Singapore
Ms. Linxi Zhao
The Impact of Parental Involvement on Children’s Self-Regulated Learning in the Post-Digital Era: A Systematic Review of Empirical Studies
University College London, Institute of Education, UK
