Stefan Reindl

Much of the ongoing discourse on technology and education tends to prioritise either of the two over the other. Yet in the postdigital world of teaching and learning, education and technology are heavily intertwined. Following an entangled pedagogy logic, this paper explores how technology-influenced learning and learner agency operate differently across diverse global contexts. Drawing from collaborative ethnography that incorporates narrative inquiry and response community frameworks, this study investigates differences and similarities in the use, access to, and value placed on educational technology in teaching and learning across multiple contexts. The writing collaboration, conducted entirely online during an international doctoral research forum, arrived at four overarching themes: learning, spaces, education, and knowledge. Findings show how the global pandemic both exacerbated inequalities and accelerated opportunities, how narrow definitions of technology obscure the power of simpler tools like writing, and how access to technology does not ensure technological fluency.

Two decades into the 21st century, an increasingly powerful and complicated media environment has gained an ever-growing influence on our lives. China has one of the largest, most vibrant, active, and sophisticated media landscapes globally. In such a vast and high-pace media environment, media literacy has quickly become a topic of interest for both academic and practitioner circles. In this paper, I set out to review the current body of English language literature on media literacy education in the Chinese context. I categorize the reviewed body of literature into three sequential major thematic clusters: (1) development, (2) integration, and (3) outcomes of media literacy education. This review contextualizes and maps the existing research per cluster and provides an overview of the status quo for researchers, practitioners, and other interested media literacy stakeholders. I conclude by identifying major findings across the reviewed literature along with recommendations for further research.

Abstract The objective of this study is to investigate the state of creating shared value (CSV) in China, where a number of societal pressures and issues, appear to offer businesses plentiful opportunities to apply the CSV model. The focus here lies on foreign businesses in China, which are commonly referred to as a key driving force behind China's economic growth. Following a review of relevant literature discussing both, the global as well as the Chinese context of companies “doing good,” this study utilizes online and in‐person interviews to gather additional data to derive more insight into recent business practices, specifically analyzing which level of “doing good” foreign businesses in China are currently engaging in. For this empirical component of the study, Austrian businesses in China serve as the target population. The study's findings show, that while “doing good” has been a relevant topic for foreign businesses in China, many are still engaging in simpler ways of “doing good,” such as philanthropy or Corporate Social Responsibility. Only few companies currently follow a CSV approach in China, yet a larger number find CSV a suitable approach for businesses in China, indicating that CSV does have potential as China continues her economic growth. The study concludes with recommendations for both, academia and business practice, and could potentially also serve as an inspiration for regulatory policies for foreign businesses in China.

University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students’ eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a ‘change maker’ in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students’ personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates’ access to post-graduation opportunities.

Taking credit for digitalization and platformization, China has initiated its open science infrastructure implementation and made an effort to focus on open access (OA) journals and data sharing over the past two decades. With the continuous development need, issues and concerns have caught in attention, including data accessibility, research transparency, general population awareness and communication of science, public trust in science, and scientific research and innovation efficiency. This paper has unfolded the maze of open science stance in China and elaborated on its current economy, openness and freedom extents, and future innovation potential towards a global open science community, within depth and scope of both the Chinese and Western scholars’ interpretations.

The Encyclopedia of Tourism Management and Marketing is, quite simply, the definitive reference work in the field. Carefully curated by leading tourism scholar Dimitrios Buhalis, this is the largest tourism management and marketing ontology that has ever been put together and offers a holistic examination of this interdisciplinary field. Use the Search within Book (below right) or browse the list of entries alphabetically to navigate over 1200 entries from leading international scholars. An invaluable resource for academics, students and practitioners providing an ideal starting point for any research journey. The concise entries present an accessible and condensed overview of each topic and the selected references that follow each entry suggest directions for further detailed exploration.

Even though EdTech is booming and appears to be a rising trend, the question of whether it can live up to its many potentials and promises still exists. In this paper, we argue that the potential and promise of EdTech are constrained by its confinement to traditional educational settings and the profit-driven development of the field. A significant portion of the current discourse on education technology develops within conventional educational contexts like schools and classrooms, which limits the implementation and success of EdTech. The pandemic has taught us that learning does not occur only inside the brick walls of a traditional classroom or school. As a result, EdTech must be used to extend learning outside of these traditional settings. A scoping review of the available research reveals two major themes which dominate these conventional context-related discourses: 1) Edtech's potential to improve both educational quality and institutional efficiency and 2) the evaluation of the success of a technology. In terms of its potential, a large majority of the conversation about EdTech is dominated by notions of potential for enhanced education quality (e.g., improving learning outcomes), more efficiency for teachers and administrators, and increasingly detailed learner data to inform quick decision-making. In terms of measuring effectiveness, much of EdTech's success is measured based on how it improves student learning outcomes and experiences in EdTech-supported classrooms and entirely online-based education settings, where basic access (e.g., to a reliable network connection and to laptop computers or smartphones) is implicitly assumed. Sadly, the notions of context, inclusion, and access are noticeably underrepresented in the EdTech conversation, according to a review of both existing research and EdTech practices. Millions of students are left out due to this stark underrepresentation because they either are not found within traditional learning spaces or do not have access to the tools and infrastructure that facilitate access. More so, most positive EdTech findings originate from small studies with small sample sizes, which overemphasize achievement scores and are conducted by the tech designers themselves, with minimal comparisons between settings to set forth principles for evaluation and implementation. Therefore, to reimagine EdTech beyond traditional learning spaces, we need to: (1) reframe our understanding of 'tech' away from a focus on the latest high-tech towards a holistic concept of 'tech'; (2) reframe our expectation of EdTech to include aspects of widening access and inclusion of previously excluded learners, and (3) take the conversation beyond traditional education settings like schools and classrooms so that EdTech can actually achieve more than just incremental improvements for those who already had access to education in the first place. As such, EdTech can be reframed from its current implicit notion of technology in education, which implies leaving education mostly as it is and plugging technology into education, to the notion of technology for education, which we see as an understanding of technology as a way not just to enhance, but fundamentally change education. With this paper, we aim to contribute to the still relatively small critical voice and perspective on education technology in a field dominated by an overall optimistic - if not euphoric - tone of potential and promise.

This paper is a complete student-led, student-edited collective writing project (CWP) conducted virtually in Spring 2022 throughout the course Knowledge Socialism taught by professor Michael Peters for the Faculty of Education, Beijing Normal university. The CWP involves 4 international, 5 domestic Ph.D. students, and 2 senior Western scholars as reviewers, revealing their thoughts, arguments, understanding, and criticisms towards the creative economy status in East Asian countries (Japan and China mostly) higher education as reflected in the knowledge socialism narratives. Xiyuan as the lead author, co-editing with Woraport and Stefan, assigned each section to other authors and successfully devoted themself to organizing, proofreading, and revising the paper. Through a month of collective work, the final version of the paper elaborates on the contribution of East Asian creative universities and the economy as a whole to the knowledge socialism through co(labor)ation, with implications to the creative labors cultivation and shifted roles of students.

With the rise of technology integration in education, much of its success is measured based on improving students' learning outcomes and experiences in Education Technology (EdTech)-supported classrooms and entirely online-based education settings, where access (for example, to a reliable network connection and laptop computers or smartphones) is implicitly assumed. Similarly, a large majority of the conversation about EdTech is dominated by notions of potential for high education quality, efficiency for teachers and administrators, and detailed learner data to inform quick decision-making. On the other hand, existing research is silent on including equitable access, replicability, institutional factors, and conditions as critical variables for evaluating EdTech success. In light of this, this paper contests what constitute EdTech success. It contends that to meaningfully reinterpret what success could (and should) mean for EdTech, it is necessary to first reframe one’s understanding of Tech from focusing on the latest high-tech towards a holistic concept of Tech. Based on this shift, the paper further asserts that success for such a reframed understanding of EdTech can (and should) include aspects of widening access and inclusion of previously excluded learners, rather than improvements for those already privileged with access to education. In the spirit of the International Society of Comparative Education Science and Technology’s (ISCEST) VIII Conference theme, ‘Reinterpreting Success,’ the paper aims to contribute to the still relatively small critical voice and perspective on education technology in a field dominated by an overall optimistic, if not euphoric, tone of potential and promise.