Nordic Journal of Comparative and International Education (NJCIE)

The Shadows of Internationalisation

Tue, 12 Nov 2024 00:00:00 +0100

This forum proposes the use of concept of “shadows” in the analysis of internationalisation policies to make visible the decision-making processes and practices appearing at all levels of internationalisation policies. We focus on the problematic effects appeared at the intersect of internationalisation policies implemented by the countries perceived academic values differently on example of Finland as the EU member state and pre-war Russia. We consider these effects as preventing equal access to quality higher education and life-long learning for all (SDG4, target 4.3). The forum conceptualises the lessons of the EU/Finnish-Russian internationalisation for further usage the suggested theoretical lens in policy implementation in other countries developed their own internationalisation policy on different value basis. This study address to what happens when the internationalisation policies promoted European view on fundamental academic values, are implemented with such policies in the countries where these values are perceived in another way. We answer the question of how and why the shadows of internationalisation appear and have an impact at a macro-, meso-, and micro-level, and conceptualize them for future policy improvement. The forum discusses the implications of internationalisation policies from the practice perspective and what might be learnt by the stakeholders previously involved in these cooperation partnerships.

Reimagining Global Education Policy Research

Oshie Nishimura-Sahi — Thu, 17 Oct 2024 00:00:00 +0200

In Finland, doctoral candidates are required to give an introductory lecture as part of their public dissertation defense. This lecture provides the audience with background information on the phenomenon studied in the dissertation, discusses the main results and central arguments, and proposes the potential contributions of the research. This paper is based on the author’s dissertation, entitled ‘Reimagining Global Education Policy Research: The Case of the European Language Framework (CEFR) Transfer to Japan’ (Nishimura-Sahi, 2024; 2020; 2022; Nishimura-Sahi & Piattoeva, 2024).

Global asymmetries in international doctoral education

Elizabeth Agbor Eta, Nico Stockmann , Hanna Kontio, Elina Lehtomäki — Tue, 19 Nov 2024 00:00:00 +0100

Critical discourses of internationalisation of higher education and decoloniality have motivated this study unfolding global asymmetries present in Finnish doctoral education in the field of educational sciences. The data are doctoral dissertations related to education development in Africa completed at Finnish universities between 2000–2021 (N=100). We first describe the regional distribution and educational contexts where the research is located through a content analysis. Second, we conduct a network analysis of the institutional affiliations of co-authors of article-based dissertations, supervisors, and examiners of the doctoral dissertations and map the institutional connections in doctoral education. Then we present and discuss the findings from the content analysis, the dissertation mapping, and the institutional network analysis against the discourses of internationalisation and decoloniality that influence doctoral education in Finland and beyond. Finally, we reflect on implications for internationalisation of doctoral education in internationalised contexts, especially in North-South collaborations.

Evaluation of Digital Technology Management in Mathematics Learning

Muh. Fitrah, Caly Setiawan, Widihastuti, Yudince Marinding, Herianto — Tue, 24 Sep 2024 00:00:00 +0200

The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers' digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics.

Exploring Interdisciplinary Approaches to Education for Sustainable Development

Robert J. Didham, Hiroki Fujii, Gregor Torkar — Fri, 24 May 2024 00:00:00 +0200

Sustainable Development, Education and Learning: The Challenge of Inclusive, Quality Education for All

Hiroki Fujii — Fri, 24 May 2024 00:00:00 +0200

Review of the book authored by Victoria W. Thoresen, Agenda Publishing, 2023

Redefining TVET Leadership in Kenya

Jeffrey B. Matu, William Rothwell — Tue, 27 Aug 2024 00:00:00 +0200

The alignment of technical and vocational education and training (TVET) with industry needs is pivotal for achieving sustainable development goals (SDGs) in Kenya. Yet, reliance on global commitment mechanisms, primarily voluntary national reviews (VNRs), has proven insufficient. This forum piece argues for a strategic transition towards voluntary local reviews (VLRs) and incorporating indigenous philosophies, such as Harambee, to better align TVET with SDG objectives. This transition is essential for fostering inclusive, equitable learning environments, enhancing workforce preparedness, and facilitating a community-centric educational model that effectively addresses local needs while contributing to global sustainability goals. Additionally, this forum piece underscores the need for institutional social change to resolve contradictions in current policies that hinder educational systems from reaching their goals. Drawing from a comparative study of TVET governance models in Nairobi, Kenya, and Pittsburgh, USA, this forum piece illustrates how different approaches can align TVET systems with localized educational demands and SDG frameworks, highlighting policy innovation, leadership development, and community engagement as key strategies for redefining TVET leadership.

Teaching and Learning Sustainable Consumption: A Guidebook

Gregor Torkar — Fri, 24 May 2024 00:00:00 +0200

A Tribute to Professor Wing On Lee

Karen Parish, Heidi Biseth, Halla B. Holmarsdottir, Aihua Hu — Tue, 30 Jan 2024 00:00:00 +0100

Sign of the Times

Mon, 21 Oct 2024 00:00:00 +0200

This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed.

Assessing Computational Literacy in First Language (L1) Teaching

Roland Hachmann, Marie Falkesgaard Slot — Wed, 13 Nov 2024 00:00:00 +0100

This article addresses the multifaceted challenges of assessing computational literacy (CL) within the context of first language (L1) teaching. The article commences by examining the theoretical foundations and the need for an expanded understanding of CL, moving beyond the popular notion of computational thinking (CT). We then present an example from a 5^th-grade classroom in a Danish middle school to illustrate how pupils integrate computational skills into their writing practices through a design-based intervention. Subsequent to this example, we propose a cross-disciplinary framework designed to assess CL in L1 settings, focusing on four principles that bridge traditional language arts with computational approaches. Finally, we reflect on how the application of these principles can help formulate new learning goals that better align with the emerging demands of 21st-century education. Throughout the article, we argue that a CL approach provides a more socially rooted and context-sensitive method for integrating computational methods into non-computer science subjects, offering theoretical clarity and practical benefits for both educators and researchers alike. The article commences with a discussion of the CL approach related to assessment.

Review on pedagogical practices for computational thinking in teacher education

Trude Sundtjønn, Siv G. Aalbergsjø, Thilde Emilie Møller, Vibeke Schrøder — Mon, 21 Oct 2024 00:00:00 +0200

As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes.

High School Teachers’ Adoption of Generative AI

Eyvind Elstad, Harald Eriksen — Wed, 08 May 2024 00:00:00 +0200

In 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed.

Exploring Child Standpoint Theory in Early Childhood Education

Annica Källebo — Tue, 27 Aug 2024 00:00:00 +0200

This empirical study in Bangladesh explores the potential of Child Standpoint Theory in constructing and reconstructing the child in early childhood education (ECE) and its role in facilitating cross-cultural comparisons in and of ECE systems. The comparative gaze is considered for ways of scholarly investigation in the context of ECE system messiness. The paper suggests viewing children as relational ethnographic units of comparisons for comparing the conditionality, contextual elements, and temporality of each child's education across cultures through a three-fold approach. Spanning method and theory, the approach combines the notion of the entangled researcher and the comparative case study tool of tracing with Child standpoint theory. Findings are presented through a comprehensive visualization of a ‘child’ going through the ECE system during a day as a pathway to deeper analysis of facets underpinning ECE from a bottom-up rather than top-down approach.

Opportunities and Dilemmas in Interactions between the Education Sector and Academia

Mari-Ana Jones, Tessa Eriksen Grevle, Erlend Dehlin, Tony Burner, Sara Bubb — Thu, 21 Dec 2023 00:00:00 +0100