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As universities find new ways of implementing professional development programs (PDPs), very few scholarly studies have examined how teachers could advance their knowledge and skills through PDPs that are developed based on nonformal learning approaches. To address this knowledge gap, the current study examines how PDPs could be facilitated using nonformal learning approaches to enhance the current and future professional practice of teachers in a South African University.

Data for the current study were gathered using semistructured face-to-face interviews among 28 teachers who were purposively sampled from the university. The interview data gathered were analyzed using thematic analysis.

The four themes that emerged from the narrative data analyzed were: developing teacher professional practice through diverse nonformal learning arrangements; challenges associated with PDPs that are designed using nonformal learning arrangements; teacher rationale for participating in PDPs that follow nonformal learning arrangements and; the role of leadership in professional development. The findings reveal that nonformal approaches are used widely in the professional development of teachers and teachers have diverse reasons for joining PDPs. Further, leadership also plays a major role in the professional development of teachers.

When HEIs use nonformal learning approaches to facilitate PDPs, they could 1) enable teachers to easily transfer the knowledge they acquire from the PDPs to the teaching and learning setting and 2) create a situated learning environment where experienced teachers and other experts support the professional development of young teachers.

This paper presents original ideas on how nonformal learning approaches could be used to facilitate PDPs and to enhance the professional practice of teachers in HEIs.

Grounded in the Social Exchange theory, this study focuses on the perception of digital leadership and innovative work behaviors. It also examines the complex effects of leader-member exchange, learning orientation, and innovation capabilities.

We undertake a quantitative approach using a two-wave longitudinal field survey of 440 employees and managers from various backgrounds working in the automobile industry in France.

The findings based on Structural Equation Modeling reveal that the perception of digital leadership leads to innovative work behavior while leader-member exchange moderates between the perception of digital leadership and learning orientation. The findings also support the mediating roles of learning orientation and innovation capabilities.

The study contributes important policy suggestions, raises queries for additional investigation, and suggests theoretical and practical implications for leadership and organizational environmental factors to foster innovative work behaviors in organizations.

E-learning has demonstrated its value as a powerful tool for enhancing students' educational experience. This paper uses a quantitative approach to examine the impact of students' cognitive problem-solving skills on their e-learning management ability. In addition, it investigates the parallel mediation role of student psychological motivation and peer collaboration. Moreover, the moderating role of gender was examined to identify the difference in e-learning management ability among male and female students.

Data were collected from 214 Malaysian business students using an online survey. For the analysis, the researcher utilized both SPSS and a SMART PLS software.

The results show that cognitive problem-solving skills directly impact student e-learning management. Moreover, psychological motivation and peer collaboration mediate the relationship between cognitive problem-solving and student e-learning management. The study's results reported that female students' psychological motivation is higher than males in managing their e-learning environment. The study found that an e-learning environment helps students develop cognitive problem-solving skills, and students can manage their e-learning independently.

The COVID-19 pandemic in 2020 worldwide has shifted the educational system from a traditional approach to an online context. There is a lack of studies examining students' cognitive problem-solving skills, their ability to manage e-learning and investigating gender differences. The findings reported here are novel in the context of Malaysia. Little evidence exists about the impact of problem-solving among business students on e-learning management ability while providing insight into gender differences.

Translanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course.

Data were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis.

The first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course.

The study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia.

The study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter.

Moreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts.

The study makes a valuable contribution to the literature by delving into a relatively unexplored domain.

Reflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.

Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.

Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.

This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.

The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.

Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.

The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.

The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.

This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.

The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

This study examined the reciprocal influence of demand learning and preference matching in the context of store brand customization. The demand-learning effect refers to the collection of market demand information through production, based on pre-order demands, enabling retailers to accurately predict and allocate product quantities, thus improving inventory management. The preference-matching effect involves engaging consumers in the production and design processes of store brands to align fully with their preferences, thereby increasing the purchase impact of store brand products and promoting consumption.

We employ game-theoretic models to analyze a two-echelon supply chain consisting of a manufacturer and a retailer. The retailer offers both national brands, manufactured by the supplier and in-house store brands. To enhance their competitive edge, the retailer can adopt a customized strategy targeting the store brand to attract a wider consumer base.

The analysis reveals that, under low commission fees, the manufacturer consistently opts for high production quantities, irrespective of the level of demand uncertainty. However, when the perceived value of a store brand is low and demand uncertainty is either low or high, the retailer should choose a minimal or zero production quantity. The decision-making process is influenced by the customization process, wherein the effects of demand learning and preference matching occasionally mutually reinforce each other. Specifically, when the perceived value of a store brand is low, or the product cost is high, along with high customization costs, the interplay between demand learning and preference matching becomes mutually inhibiting. Consequently, the significance of store brand customization diminishes.

This study enhances the current body of knowledge by providing a deeper understanding of the theoretical value of store brand customization. In addition, it offers valuable decision-making support to enterprises by assisting them in selecting appropriate inventory and customization strategies.

This study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.

By employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.

Preliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.

This study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.

This study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.

This study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

The study examined the relationship between e-learning usage, creativity, e-learning utility and academic performance among undergraduate (UG) and postgraduate (PG) students at Banaras Hindu University (BHU), India.

The data from 480 students were collected using a cross-sectional survey design. Pearson correlation analysis was performed in order to investigate the association between the variables.

The results revealed a significant positive correlation between time of use and academic performance (r = 0.294, p < 0.01). However, there was no significant correlation between time of use and the usability of e-learning in the attainment of learning outcomes. Furthermore, there was a negative correlation between time of use and creativity (r = −0.170, p < 0.01).

The results indicate that educators ought to promote consistent utilization of e-learning platforms to enhance scholarly achievements. However, learners should exercise prudence in their usage, as an over-reliance on these platforms may impede their creativity.

This study contributes to the existing body of knowledge regarding the impacts of e-learning on students' academic performance and creativity. Additionally, it offers instructing professionals and students who make use of e-learning platforms information that might be helpful to them.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.