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This book focuses on STEM education as it applies to global competencies, innovative curriculum and accompanying pedagogy. Through a thematic approach, the authors explore cross-cutting perspectives, with a focus on social, equitable, environmental, and scientific issues as they relate to STEM literacy. The research outlined in the book adopts an integrated STEM framework that assesses, analyzes and explicitly links all STEM disciplines. The book prepares and inspires both educators and students to participate in STEM on a global level.  The research presented in the book highlights innovative and unique classroom practices in STEM education (e.g., STEM environmental projects, digital video games). The book links research on and in practice, and the intended audience include STEM educators, researchers, curriculum developers, and policymakers interested in innovative STEM education. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This book explores questions about the relevance of implementing curriculum in transnational vocational education, in situations where teachers are expected to maintain standards in a country for which it was not designed. It provides a situational model of curriculum implementation that explains the complexity of factors that influence teachers’ enactment of the curriculum and how they engage in decision-making, problem-solving, and curriculum formation to overcome the constraints associated with implementation in transnational settings. It also proposes five improvements for strengthening the relevance, quality, and sustainability of transnational vocational education and the worth of vocational qualifications obtained by students internationally. This book serves as a helpful resource for teachers, curriculum developers, policymakers, educational managers, sponsors, students, regulators, academics, and anyone with an interest in transnational education, curriculum implementation, and/or teacher decision-making, as it provides a situational model of curriculum implementation and practical strategies for improving transnational programs in different teaching and learning contexts. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

Introduction: this theoretical article proposes an interdisciplinary teaching strategy for Social Sciences in Primary Education, aimed at transforming traditional pedagogical practices. It integrates critical pedagogy, the competency-based approach, and immersive technologies such as virtual reality and metaverse. Method: a qualitative, exploratory and propositional approach was adopted. A document-based literature review was conducted using recent studies on immersive learning, interdisciplinary pedagogy, and digital education. The data were analyzed through a comparative and integrative synthesis to design the strategy and assess its alignment with contemporary pedagogical demands. Results: four key dimensions emerged: (1) the conception of an interdisciplinary teaching strategy; (2) the identification of guiding pedagogical principles; (3) the articulation between critical pedagogy and the competency-based approach; and (4) the projection of the strategy toward immersive virtual learning environments. These elements form a pedagogical model capable of promoting critical thinking, social responsibility, and meaningful learning experiences. Conclusions: the proposed strategy offers a relevant and adaptable pedagogical framework that aligns with 21st-century educational challenges. Although empirical validation has not yet been performed, this theoretical foundation may guide future pilot implementations, expert evaluations, and the development of digital instructional designs. © 2024.

This book offers deep insights into the agencies of teaching—pedagogies, professional identities, and knowledge—in the English further education (FE) sector. The sector’s porous, inclusive, diverse, and prominent features of vocational offers have led to it being overlooked and misunderstood by policymakers. To rectify this misconception and re-emphasise its importance in England’s educational ecology, FE is reframed as a rich, all-encompassing and connected sector. It proposes a new language of educational engagement by uniting vocational education and training under a new umbrella term: occupational education (OE). OE intersects work, teaching, and learning across pre-university, higher education, and professional education. A new system is provided that maps lifelong learning, irrespective of age, ethnicity, gender, disabilities, or station in life. The key audience is students, teachers, teacher educators, institutional managers, policymakers, and academics. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This book explores current research on online instructed L2 acquisition, with a specific focus on the nature and impact of learner engagement in online L2 classroom interaction. It examines the topic of online learner engagement from various theoretical perspectives, discusses conceptual and methodological issues, synthesizes research on the role of learner engagement in online L2 classroom interaction, and critically assesses its connection to teaching practices across different L2 settings. The book is intended for a wide audience, including undergraduate and postgraduate Applied Linguistics, TESOL and Second Language Education students seeking to understand the significance of learner engagement in online L2 learning. It will also be useful for researchers interested in staying updated on recent findings regarding the benefits of learner engagement in online classroom interaction for L2 learning. Additionally, teachers, teacher trainers and educators in Teacher Education (TE) and/or continuous professional development (CPD) programs can benefit from the pedagogical insights offered in this book regarding online L2 instruction in various contexts. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.

This book introduces and explains the production-oriented approach (POA) to teaching foreign languages, a new approach developed by the author through 15 years of rigorous experimentation. Addressing the common challenge of separating input from output in language learning, the book details POA procedures in three phases: motivating, enabling, and assessing. It explores the theoretical underpinnings of the POA, including sociocultural, usage-based linguistic, second language acquisition, and curriculum theories. The author presents a series of case studies showcasing the POA in practice. She also provides a comparative analysis with the task-based approach and project-based learning, highlighting similarities and differences between the two. This book will be essential reading for teachers and scholars in applied linguistics, modern foreign languages, language acquisition, and language education, offering valuable insights and practical guidance for enhancing language teaching effectiveness. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.

This book examines a wide range of topics within quality assurance at universities in order to present a conceptual, historical, and thematic mapping of academic and practical perspectives. As we navigate the complex tapestry of the twenty-first century, where change is constant, the global higher education landscape is undergoing profound shifts that define its present and signal its future. In this book, the author probes the mechanisms of quality assurance to not only ensure excellence but also resonate as responses to the contemporary landscape shaped by the challenges of globalization, technological advancement, and societal transformation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This book provides insights into the development of competency-based learning approaches and specific instructional activities designed to enhance healthcare management students’ twenty-first-century skills (21CS). These skills encompass three core domains: cognitive, intra-personal, and inter-personal. The book explores how these skills can be advanced within the intricate dynamics of healthcare systems at macro, meso, and micro levels, emphasizing the imperative need for healthcare professionals to adapt to rapid technological and global changes. Structured into twelve chapters, the book begins with an overview of the complex healthcare environment, highlighting transformative changes and challenges. It then delves into the core theme of competency-based learning, showcasing a shift from traditional teaching methods to constructivist approaches that enhance real-world skills through interactive methods. This approach is crucial for fostering the necessary skills in healthcare managers and other healthcare professionals, which are increasingly vital in today's digital and dynamic medical landscape. The book serves as an extensive resource and guide for healthcare students, faculty, researchers, curriculum designers, policymakers, and current and future healthcare leaders. It offers practical methodologies, innovative teaching methods, and insightful case studies, making it a valuable reference for healthcare and pedagogical research. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

Work-integrated learning (WIL) has gained significant attention in higher education for its impact on employability. This study presents a comprehensive bibliometric analysis of WIL research from 2002 to 2023, using data from 1,392 articles indexed in Scopus. The analysis highlights key trends, influential authors, institutions, and collaboration networks, revealing that WIL research has grown substantially, particularly since 2013. The findings underscore the dominance of Australian institutions and authors in the field and the multidisciplinary nature of WIL, which spans social sciences, business, engineering, and healthcare. Through co-authorship and cocitation analyses, this study identifies the central themes and most cited works that shape WIL research. The study also explores the global distribution of WIL research, noting strong collaborative networks, particularly between Australia, New Zealand, and Canada. By mapping the evolution of WIL research, this study provides a valuable reference for future studies, helping to guide research directions and deepen the understanding of WIL’s role in enhancing employability. ©: CC BY 4.0.

With the development of Chinese international education, the improvement of the information literacy of Chinese teachers has become the focus of attention. This paper first explores the ways and means of Human-Computer Interaction (HCI). It explores the use of Big Data (BD) technology to improve the information literacy of Chinese teachers in the context of Chinese international education. Then, a large amount of data related to Chinese teachers is collected and analysed. Finally, BD analysis tools and algorithms extract key information and provide teachers with personalised learning and training suggestions. The results show that BD technology can effectively supplement the search for relevant information for Chinese teachers, and the human-computer information interaction efficiency can be compressed to less than 90 ms compared with before. Teachers’ strengths and weaknesses can be identified by analysing teachers’ learning and teaching data, and targeted learning resources and training plans can be provided to improve their professional level and teaching effectiveness. In the context of Chinese international education, BD technology can offer a practical path for improving information literacy for Chinese teachers. Through HCI, teachers can learn and train according to individual needs to better adapt to and cope with the challenges of Chinese international education. © © 2024 Inderscience Enterprises Ltd.