Asia Pacific Education Review最新文献

Industrial Revolution 4.0 is fundamentally changing the economy, the labor market, and the requirements for training professionals. The Concept of Education 4.0 and the Model of the University 4.0 link the requirements of the new industry and the information economy with the development and transformation of education. The study purpose is to identify areas for growth and areas of research excellence in the field of university readiness for the transition of the University 4.0 Model. The study is based on the method of systematic review. The study sample included initially 8389 research articles from the Scopus, World of Science, and Google Scholar databases, from which duplicate sources were filtered and 128 articles relevant to the research area of knowledge were selected. As a result of the algorithmic and human-assisted identification of the main research domains, it was found that the transformation of education toward University 4.0 is actively developing and has reached a peak in terms of the number of publications in 2022; discovery of significant differences in the processes of transformation of university education in different countries and the manifestation of special forms of digital inequality; the crucial role of distance learning and the formation of a digital environment for the transformation toward the University Model 4.0; and the greatest attention to the level of readiness of students and teachers to the processes of transformation of education. The significance and novelty of the study lies in closing the research gap of reviews of this field of research and predicting further research.

As evidence from evaluation and experimental studies continue to influence decision and policymaking, applied researchers and practitioners require tools to derive valid and credible inferences. Over the past several decades, research in causal inference has progressed with the development and application of propensity scores. Since their inception, propensity scores have made an important contribution to the improvement in estimation of causal impacts, particularly in the absence of randomization. When certain core assumptions hold, propensity score-based methods allow for bias-reduced estimation of average treatment effects. In addition to their important role in causal studies, propensity scores have also been integral in improving generalizations from causal studies, specifically when study samples are not randomly selected from a target population of inference. The current study provides an overview of propensity scores, a discussion of the assumptions needed to ensure their validity, and an illustration of the methods both for causal inference and generalization. We highlight the importance of propensity score methods and discuss current applications and directions for ongoing and future research.

The use of automated feedback (AF) has been increasing in English writing courses for emergency remote education (ERE) due to the escalating COVID-19 pandemic crisis in Vietnam. The ERE English writing courses for in-service bachelor programs demanded an effective, fast, free, and user-friendly AF tool that does not require a login ID, which can help students to develop English writing skills and increase their motivation and self-learning ability. The main objectives of Vietnamese in-service students were to improve their English writing skills and update teaching methodologies that integrate technology. Although many studies emphasized the impact of AF tools in normal teaching contexts, relatively less research was conducted the use of AF tools among in-service students. This study examined the contribution of the Marking Mate AF to the improvement of the English writing skills of in-service learners in ERE writing classes. The participants were 82 in-service students in a Vietnamese public university. The dataset included English writing pre and posttest results collected during the first semester of academic year 2020–2021. The mean scores (standard deviation) of these tests were used to benchmark the writing performance of students. A self-report survey was also conducted to investigate the attitude of students toward Marking Mate AF. The results demonstrated that the posttest score (8.739; SD = 0.8495) was higher than the pretest score (7.439; SD = 0.976). Students expressed favorable opinions toward the usefulness of Marking Mate. Based on the findings, the study discussed the pedagogical implications regarding the incorporation of AF in face-to-face and online classes.

Educators and administrators in secondary and higher education in Kazakhstan have experienced significant reforms since 2010. New policies, curricula, pedagogy, assessment practices, accountability mechanisms, and legislation were implemented in an education revolution, to modernize Kazakh education and build human capital for economic prosperity. The development and use of educational research is a component of these reforms but little is known about practitioners’ understanding of and engagement with educational research. This qualitative study employed individual in-depth interviews with ten educational practitioners in secondary and higher education to address the knowledge gap. The findings suggest that practitioner understandings of research remain underdeveloped. While some practitioners both consume and produce research to improve practice and institutional decision-making, issues of access to research, the challenge of time within workload and perceptions of the limited relevance of externally produced research continue to be barriers to more extensive utilization of research. Further research is being undertaken to explore this issue with policymakers and researchers. The findings may be used to improve the mobilization of research to policy and practice, especially in other post-soviet contexts.

The majority of previous research on the language mindset (LM) and academic engagement (AEG) of learners was dominated by the focus on traditional in-person classrooms, whereas less is known about the influence of the beliefs of learners toward language learning on their AEG, which comprises behavioral, emotional, cognitive, and agentic engagement in the online setting. Toward this end, this study sought to investigate the influence of the LM of learners on their AEG in online classrooms and if and how this link is mediated by achievement emotions (e.g., anxiety and enjoyment). The results of partial least squares path modeling revealed that the growth LM positively predicted all components of AEG. While enjoyment functioned only as a mediator, which linked growth LM to emotional engagement, anxiety linked growth LM to all subcomponents of AEG. Moreover, out of the two emotions examined by this study, anxiety negatively predicted the four components of AEG, whereas enjoyment only influenced emotional engagement. On the basis of these findings, the study presented practical implications and future research directions.

The main objective of the study was to explore the main predictors that influence academic stress among fourth-grade elementary school students using data from the Panel Study on Korean Children via a least absolute shrinkage and selection operator (LASSO) regularized penalty regression model. The study examined 280 explanatory variables using the LASSO model. After preprocessing the data, it finally selected 21 variables. Out of them, the study found that children’s persistence, peer attachment, bullying, parental achievement pressure, and subjective socioeconomic status as significant predictors, which is consistent with previous studies. However, several variables, including children’s overall happiness, frequency of using slang, preference for mathematics, school life preference, daily time spent for homework and study, average monthly cost of private education, parents’ participation in school events, marital conflict, and residential area, which were newly explored in the study, were also significant. Finally, we presented the significance and implications of the results in relation to decreasing academic stress among fourth-grade elementary school children.

This study examines the effects of paternalistic leadership on teachers’ emotional labor strategies and absorption, and it explores the mediating role played by leader-member exchange. A sample of 2974 primary and secondary school teachers in China participated in the study. The results showed that paternalistic leadership had a dual effect on teachers. Benevolent and authoritarian leadership enhanced teachers’ deep and surface acting. Authoritarian leadership had a positive association with teachers’ absorption, while moral leadership had the opposite effect. Leader-member exchange played a significant role in mediating the influence of benevolent and moral leadership on teachers’ emotional labor strategies and absorption. The results highlight the importance of abandoning stereotyped leadership styles and utilizing all three dimensions of paternalistic leadership. It is suggested that school principals show benevolence with sincerity and to an appropriate degree. They should promote their communications with teachers to mitigate the negative effects of authoritarian leadership and promote leader-member exchange.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.