Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology…

In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges…

Educators have long questioned why some students can experience achievement more easily in some school subjects/curriculum, but not in others. We argue that learners cannot ignore navigating two key features inherent within every curriculum--its cognitive demands as well as its opportunities for access to knowledge that are the twin foci of this…

People who hold multiplicistic (multiplist) epistemic beliefs about science tend to believe that scientific knowledge is always subjective and that varying opinions on a scientific matter are equally valid. Research suggests that multiplist epistemic beliefs may be maladaptive and lead to a radically subjective view of science. Little is known…

The past decade has been marked by a series of global crises, presenting an opportunity to reevaluate the relationship between science and politics. The biological sciences are instrumental in understanding natural phenomena and informing policy decisions. However, scholars argue that current scientific expertise often fails to account for entire…

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning…

Background: This paper explores K-12 interdisciplinary learning in the humanities (IL-Humanities), an area that, until now, has seen limited research focus compared to its STEM counterparts. We asked: (1) What are the outcomes of IL-Humanities in terms of interdisciplinary competences? (2) How do learners in these environments engage in…

This paper uses a Gwen Harwood poem to open up questions of "knowing" around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of "knowledge" and…

This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek-Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities…

Purpose: This study examined the relationship between pedagogic inference and the epistemological cognition of pre-school teachers. This paper provides and interests a relationship network with the pedagogy of field by delineating. In accordance with the model of this study, naïve and sophisticated epistemic cognition were determined and…

This study investigates teachers' intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly "uteskole" [outdoor school]. We find that the teachers' intentions…

A conceptual confusion of "theory" exists in South African Open Distance and e-Learning (ODeL) research in which the concept is used with borderline, related, contrary, invented, or illegitimate concepts such as a model, approach, construct, hypothesis, theoretical framework, or conceptual framework. As a result, some researchers choose…

The article raises the problem of critical thinking from a constructivist perspective. In the course of argumentation, we justify the thesis that constructivism is a valuable basis for both a theoretical approach (as a model) to critical thinking and a didactic design of activities focused on shaping and developing appropriate skills and…

Compulsory state-sanctioned schooling continues to be constructed as the "great equalizer," and accordingly education research as a benevolent contributor to this material and ideological project of education. Following a Fanonian-Wynterian theoretical approach and cosmogonical-constellatory citation politics, I narrowed over 2,500…

There has been a revived interest Georg Wilhelm Friedrich Hegel. Notions emanating from his philosophy concerning the human person and that human beings together create and sustain phenomena through social practice speaks of a relational ontology that has relevance for contemporary education. This article argues that such ontology needs to be…