IAFOR Journal Category: IAFOR Journal of Education

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Exploring Intercultural Communication as a Means to Promote Inclusivity in Diverse Organisations: A Study in a South African University

Author: Maria Mushaathoni, Tshwane University of Technology, South Africa Email: mushaathonim1@tut.ac.za https://doi.org/10.22492/ije.11.3.08 Citation: Mushaathoni, M. (2023). Exploring Intercultural Communication as a Means to Promote Inclusivity in Diverse Organisations: A Study in a South African University. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.08 Abstract The paper aimed at exploring intercultural communication as a means to promote inclusivity in diverse

Welcome to Volume 11 – Issue 3 – IAFOR Journal of Education: Studies in Education

Dear Readers, In our rapidly evolving world, education plays a pivotal role in shaping the future. Its transformative power can either perpetuate inequalities or serve as a catalyst for social justice, equity and the celebration of diversity. The mission of this annual issue of the IAFOR Journal of Education, Studies in Education issue, is to

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Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention

Authors: Sasipim Poompimol, Mahidol University, Thailand Patcharin Panjaburee, Khon Kaen University, Thailand Pratchayapong Yasri, King Mongkut’s University of Technology, Thailand Khajornsak Buaraphan, Mahidol University, Thailand Email: patchapan@kku.ac.th https://doi.org/10.22492/ije.11.3.10 Citation: Poompimol, S., Panjaburee, P., Yasri, P., & Buaraphan, K. (2023). Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.10 Abstract

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Student Emotions and Engagement: Enacting Humanizing Pedagogy in Higher Education

Authors: Hyunjin Jinna Kim, Stony Brook University, USA Yiren Kong, Stony Brook University, USA Carol Hernandez, Stony Brook University, USA Muhammad Soban, Stony Brook University, USA Email: hyunjinjinnak@gmail.com https://doi.org/10.22492/ije.11.3.09 Citation: Kim, H. J., Kong, Y., Hernandez, C., & Soban, M. (2023). Student Emotions and Engagement: Enacting Humanizing Pedagogy in Higher Education. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.09

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Impact of SDGs Retraining Workshops on Pedagogical Competencies of Primary School Teachers

Authors: Lawrence Achimugu, Prince Abubakar Audu University, Nigeria Zephrinus Chidiebere Njoku, Prince Abubakar Audu University, Nigeria Sunday Yomi, University of Nigeria, Nigeria Email: achimugu.l@ksu.edu.ng https://doi.org/10.22492/ije.11.3.07 Citation: Achimugu, L., Njoku, Z. C., & Yomi, S. (2023). Impact of SDGs Retraining Workshops on Pedagogical Competencies of Primary School Teachers. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.07 Abstract The qualities of

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Pandemic-Led Challenges for Rural Students in Bangladesh

Authors: Md Monirul Islam, International University of Business Agriculture and Technology, Bangladesh Sardar Md Shaheen, SIMEC Institute of Technology, Bangladesh Ratan Kumar Roy, SIMEC Institute of Technology, Bangladesh Aminul Islam, SIMEC Institute of Technology, Bangladesh Md Daloar Hossain, SIMEC Institute of Technology, Bangladesh Email: mmislam@iubat.edu https://doi.org/10.22492/ije.11.3.06 Citation: Islam, Md M., Shaheen, S. Md, Roy, R.

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The Impact of Supervision Process toward Counselling Competencies among Malaysian Trainee Counsellors

Authors: Suhaili Arifin, Universiti Malaysia Terengganu, Malaysia Noor Syamilah Zakaria, Universiti Putra Malaysia, Malaysia Wan Marzuki Wan Jaafar, Universiti Putra Malaysia, Malaysia Nor Mazlina Ghazali, Universiti Malaysia Sarawak, Malaysia Nor Shakirah Sakari, Universiti Malaysia Terengganu, Malaysia Email: suhaili@umt.edu.my https://doi.org/10.22492/ije.11.3.05 Citation: Nabilla, B. D. (2023). The Impact of Supervision Process toward Counselling Competencies among Malaysian Trainee

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Motivation and Language Learning Narratives: A Case Study of Indonesian Students

Author: Biaz Dea Nabilla, Arizona State University, USA Email: bnabilla@asu.edu https://doi.org/10.22492/ije.11.3.04 Citation: Nabilla, B. D. (2023). Motivation and Language Learning Narratives: A Case Study of Indonesian Students. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.04 Abstract Motivation is a foremost aspect in language learning and has been extensively studied in the field of SLA due to its important contribution

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Student Diversity and School Climate in the Mediterranean Zone: A Comparative Study

Author: F. Sehkar Fayda-Kinik, Istanbul Technical University, Turkey Email: kinik@itu.edu.tr https://doi.org/10.22492/ije.11.3.03 Citation: Fayda-Kinik, F. S. (2023). Student Diversity and School Climate in the Mediterranean Zone: A Comparative Study. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.03 Abstract This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to

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Hybrid Learning Experiences of College Students with Special Education Needs

Author: Jennifer B. Fabula, De La Salle-College of Saint Benilde, Philippines Email: jennifer.fabula@benilde.edu.ph https://doi.org/10.22492/ije.11.3.02 Citation: Fabula, J. B. (2023). Hybrid Learning Experiences of College Students with Special Education Needs. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.02 Abstract Higher education institutions increasingly embrace hybrid learning to offer adaptable and variable educational techniques. After the COVID-19 limits were loosened, students

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Strategies to Succeed with Inclusion in a Diverse Learning Environment

Author: May Olaug Horverak, Birkenes Learning Centre, Norway Email: may.olaug.horverak@birkenes.kommune.no Published: December 8, 2023 https://doi.org/10.22492/ije.11.3.01 Citation: Horverak, M. O. (2023). Strategies to Succeed with Inclusion in a Diverse Learning Environment. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.01 Abstract Even though inclusion is a strong principle in the Norwegian educational system, there are challenges when it comes to creating

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IAFOR Journal of Education: Volume 11 – Issue 3 – Studies in Education

IAFOR Journal of Education: Volume 11 – Issue 3 – Studies in Education Editor: Pearl Subban Published: December 8, 2023 ISSN: 2187-0594 https://doi.org/10.22492/ije.11.3 Editor’s Introduction Welcome to Volume 11 – Issue 3 – IAFOR Journal of Education: Studies in Education Pearl Subban, Editor, Monash University, Australia Articles Strategies to Succeed with Inclusion in a Diverse

Welcome to Volume 11 – Issue 2 – IAFOR Journal of Education: Technology in Education

Dear Readers, Another year, another opportunity to explore the complex relationships between technology, teaching, and learning. And what a year it was! Propelled by lessons learned from the COVID-19 pandemic, researchers and practitioners from around the world continue to wrestle with important matters related to online and blended learning, the emergence of generative artificial intelligence

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Rethinking Education: An In-Depth Examination of Modern Technologies and Pedagogic Recommendations

Authors: Murielle El Hajj, Lusail University, Qatar Hiba Harb, Lusail University, Qatar Email: mnahas@lu.edu.qa Published: August 26, 2023 https://doi.org/10.22492/ije.11.2.05 Citation: El Hajj, M., & Harb, H. (2023). Rethinking Education: An In-Depth Examination of Modern Technologies and Pedagogic Recommendations. IAFOR Journal of Education, 11(2). https://doi.org/10.22492/ije.11.2.05 Abstract Educational technology has changed the teaching and learning process in many ways.

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Moroccan Teachers’ Perceptions and Concerns about ICT Integration

Authors: El Mustapha Baytar Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School, Hassan II University of Casablanca,50069, Casablanca, Morocco Abdelaziz Ettourouri Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School, Hassan II University of Casablanca,50069, Casablanca, Morocco Nadia Saqri Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School,

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Teaching Avatars on Controversial Issues: Lessons Learned

Authors: Per-Olof Hansson, Linköping University, Sweden Marcus Samuelsson, Linköping University, Sweden Marie-Louise Höög, Linköping University, Sweden Email: per-olof.hansson@liu.se Published: August 26, 2023 https://doi.org/10.22492/ije.11.2.03 Citation: Hansson, P.-O., Samuelsson, M., & Höög, M.-L. (2023). Teaching Avatars on Controversial Issues: Lessons Learned. IAFOR Journal of Education, 11(2). https://doi.org/10.22492/ije.11.2.03 Abstract This paper describes and evaluates student teachers’ virtual simulation training on

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Post-COVID-19 Higher Learning: Towards Telagogy, A Web-Based Learning Experience

Author: Teboho Pitso, Vaal University of Technology, South Africa Email: biki@vut.ac.za Published: August 26, 2023 https://doi.org/10.22492/ije.11.2.02 Citation: Pitso, T. (2023). Post-COVID-19 Higher Learning: Towards Telagogy, A Web-Based Learning Experience. IAFOR Journal of Education, 11(2). https://doi.org/10.22492/ije.11.2.02 Abstract Institutes of higher education (IHEs) have to consider benefits of remote learning post-pandemic. Retrogression to physical contact is counterproductive. The hasty

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A Phenomenological Exploration of Students’ Perceptions of AI Chatbots in Higher Education

Authors: Soniya Antony, Department of Education, Alagappa University, Karaikudi, India R. Ramnath, Department of Education, Alagappa University, Karaikudi, India Email: soniyaantony4@gmail.com Published: August 26, 2023 https://doi.org/10.22492/ije.11.2.01 Citation: Antony, S., & Ramnath, R. (2023). A Phenomenological Exploration of Students’ Perceptions of AI Chatbots in Higher Education. IAFOR Journal of Education, 11(2). https://doi.org/10.22492/ije.11.2.01 Abstract This study examines the impact

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IAFOR Journal of Education: Volume 11 – Issue 2 – Technology in Education

IAFOR Journal of Education: Volume 11 – Issue 2 – Technology in Education Editor: Michael P. Menchaca Associate Editors: Daniel L. Hoffman, & Devayani Tirthali Published: August 26, 2023 ISSN: 2187-0594 https://doi.org/10.22492/ije.11.2 Editor’s Introduction Welcome to Volume 11 – Issue 2 – IAFOR Journal of Education: Technology in Education Daniel L. Hoffman, Associate Editor, Michael

Welcome to Volume 11 – Issue 1 – IAFOR Journal of Education: Language Learning in Education

Greetings readers! In the months that have passed since the last issue of the IAFOR Journal of Education: Language Learning in Education (IAFOR JOE: LLiE), the movement of peoples and the need for learning an additional language continues to grow. Earthquakes and other domestic tragedies as well as civil unrest and war have led to

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Transforming Multilingual Students’ Learning Experience Through the Use of Lego Serious Play

Author: Eleni Meletiadou, London Metropolitan University, United Kingdom Email: elenim@outlook.com Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.08 Citation: Meletiadou, E. (2023). Transforming Multilingual Students’ Learning Experience Through the Use of Lego Serious Play. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.08 Abstract To prepare their students for the increasingly demanding workplace of the 21st century, business schools resort to using experiential

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Rhetorical Strategies Used by Information Technology Students in In-Class Presentations

Author: Eva Ellederová, Brno University of Technology, Czech Republic Email: ellederova@vut.cz Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.07 Citation: Ellederová, E. (2023). Rhetorical Strategies Used by Information Technology Students in In-Class Presentations. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.07 Abstract Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical

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A Corpus-Driven Approach on Learning Near Synonyms of Pain in Indonesian

Author: Haniva Yunita Leo, Australian National University, Australia Email: HanivaYunita.Leo@anu.edu.au Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.06 Citation: Leo, H. Y. (2023). A Corpus-Driven Approach on Learning Near Synonyms of Pain in Indonesian. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.06 Abstract Pain is human-universal since it is experienced by people across the world. However, since it is related to personal

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The Relationship between a Cognitive Linguistic Approach and the Right-Hemisphere

Author: Masahiro Takimoto, Aoyama Gakuin University, Japan Email: ra57482@rd5.so-net.ne.jp Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.05 Citation: Takimoto, M. (2023). The Relationship between a Cognitive Linguistic Approach and the Right-Hemisphere. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.05 Abstract This study investigated the relationship between a metaphor-based approach to teaching English as a foreign language (EFL) and involvement of the brain’s

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Imagined Communities of English Use in JET Programme Teaching Materials

Author: Charles Allen Brown, Purdue University, United States Email: bairenyuan@yahoo.com Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.04 Citation: Brown, C. A. (2023). Imagined Communities of English Use in JET Programme Teaching Materials. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.04 Abstract Visualizing oneself joining imagined communities of target language (TL) use represents a potent motivation for language study. Given that rationales

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Language and Conflict in East Jerusalem: Arab Teachers’ Perspectives on Learning Hebrew

Authors: Abed Al-Rahman Mar’i, Beit Berl College, Israel Nurit Buchweitz, Beit Berl College, Israel Email: nuritb@beitberl.ac.il Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.03 Citation: Mar’i, A. A. R., & Buchweitz. N. (2023). Language and Conflict in East Jerusalem: Arab Teachers’ Perspectives on Learning Hebrew. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.03 Abstract This study examines East Jerusalem teachers’ perceptions of

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Changing the “Mindset” of Saudi MA Students: From Native-Speakerism to Global Englishes

Authors: Areej Radhi Alruwaili, Jouf University, Saudi Arabia Aser Altalab, Jouf University Saudi Arabia Email: aralrowaili@ju.edu.sa Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.02 Citation: Alruwaili, A. R., & Altalab, A. (2023). Changing the “Mindset” of Saudi MA Students: From Native-Speakerism to Global Englishes. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.02 Abstract English is an international language with diverse varieties around

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An Analysis of Undergraduate EFL Students’ Perceptions of Intercultural Sensitivity

Author: Huyen-Thanh Nguyen, Hanoi University, Vietnam Email: huyenkiwi.hanu@gmail.com Published: May 31, 2023 https://doi.org/10.22492/ije.11.1.01 Citation: Nguyen, H.-T. (2023). An Analysis of Undergraduate EFL Students’ Perceptions of Intercultural Sensitivity. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.01 Abstract Intercultural sensitivity, which is seen as an affective component of intercultural competence, is crucial to cultivating one’s favorable emotions about cultural differences experienced

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IAFOR Journal of Education: Volume 11 – Issue 1 – Language Learning in Education

IAFOR Journal of Education: Volume 11 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Published: May 31, 2023 ISSN: 2187-0594 https://doi.org/10.22492/ije.11.1 Editor’s Introduction Welcome to Volume 11 – Issue 1 – IAFOR Journal of Education: Language Learning in Education Melinda Cowart, Professor Emerita, Texas Woman’s University, USA Articles An Analysis of Undergraduate

Welcome to Volume 10 – Issue 3 – IAFOR Journal of Education: Studies in Education

Greetings readers! So much of our world has changed. Human interaction has been profoundly impacted by the global pandemic, and political shifts across the globe have altered the way we think and operate. These global movements and shifting thinking have resulted in a progressive awareness of how socially equitable and socially just frameworks should influence