Rabu, 21 Oktober 2026

Education Culture Teab

 

1. Abarkan, A., & BenYakhlef, M. (2022). Learning game development: Java shooter. Education and Information Technologies, 27(4), 5789–5809. https://doi.org/10.1007/s10639-021-10856-x

2. Acharya, K. P. (2025). Reorienting pedagogical approaches through entrepreneurship: learning science through mushroom farming in the public schools in Nepal. Cultural Studies of Science Education, 20(1), 99–113. https://doi.org/10.1007/s11422-024-10243-1

3. Achwan, R., Ganie-Rochman, M., Triana, L., Adnan, R. S., & Putri, S. A. E. (2022). Formation of social scientific fields in Indonesian universities. Asia Pacific Education Review, 23(1), 185–196. https://doi.org/10.1007/s12564-021-09736-3

4. Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Arbulu Perez Vargas, C. G., Orellana Ulloa, M. N., Gutiérrez Ulloa, C. R., Pizarro Romero, J. M., Gutiérrez Jaramillo, N. D., Cuenca Orellana, H. U., Ayala Anzoátegui, D. X., & López Roca, C. (2024). Knowledge, attitudes, and perceived Ethics regarding the use of ChatGPT among generation Z university students. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00157-4

5. Adam, H., & Byrne, M. (2024). ‘I’m not from a country, I’m from Australia.’ Costumes, scarves, and fruit on their heads: The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children. Australian Educational Researcher, 51(4), 1121–1140. https://doi.org/10.1007/s13384-023-00631-x

6. Adel, S. M. R., & Atai-Tabār, M. (2025). Examining Iranian EFL students’ attitudes and learning environment perceptions regarding reality pedagogy. Educational Research for Policy and Practice, 24(3), 455–473. https://doi.org/10.1007/s10671-025-09399-6

7. Ahn, M. Y., & Davis, H. H. (2023). Are local students disadvantaged? Understanding institutional, local and national sense of belonging in higher education. British Educational Research Journal, 49(1), 19–34. https://doi.org/10.1002/berj.3826

8. Aitken, G., Fawns, T., Warran, K., & Jones, D. (2023). Making space to learn about teaching: expanding teaching horizons through postgraduate education. Advances in Health Sciences Education, 28(2), 327–344. https://doi.org/10.1007/s10459-022-10144-4

9. Aizenman, J., King, C., Kling, T., Kober, G., Ramsey, L., Solomon, J., Waratuke, S., & Womack, C. (2025). A Liberal Arts Curriculum that Situates Science While Promoting STEM Graduation. Science and Education, 34(3), 1681–1701. https://doi.org/10.1007/s11191-024-00532-0

10. Al-Hassan, S. M., Duell, N., Lansford, J. E., Dodge, K. A., Gurdal, S., Liu, Q., Long, Q., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Steinberg, L., Tapanya, S., Tirado, L. M. U., Yotanyamaneewong, S., Alampay, L. P., Bacchini, D., Bornstein, M. H., Chang, L., … Di Giunta, L. (2024). Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries. European Journal of Psychology of Education, 39(4), 3841–3866. https://doi.org/10.1007/s10212-024-00827-4

11. Al Azmeh, Z., & Dillabough, J. A. (2024). Authorial Power, Authoritarianism, and Exiled Intellectuals: Syria and Turkey. International Journal of Politics, Culture and Society, 37(1), 1–27. https://doi.org/10.1007/s10767-023-09455-0

12. Albert, M., Rowland, P., Friesen, F., & Laberge, S. (2022). Barriers to cross-disciplinary knowledge flow: The case of medical education research. Perspectives on Medical Education, 11(3), 149–155. https://doi.org/10.1007/s40037-021-00685-6

13. Alderson, J. M., McAlevey, F., Narayan, M., & Williams, S. (2024). A Culture of Innovation in Early Childhood Education: Which Factors Shape How Teachers Use Curriculum Innovation? Early Childhood Education Journal, 52(4), 783–792. https://doi.org/10.1007/s10643-023-01463-1

14. Alexandre, F., Comte, M. H., Lagarrigue, A., & Viéville, T. (2024). Learning Artificial Intelligence Through Open Educational Resources. Palgrave Studies in Creativity and Culture, Part F3866, 35–43. https://doi.org/10.1007/978-3-031-55272-4_3

15. Ali, A. (2022). Critically reflective practice in visual communication design teaching for higher education undergraduate program. International Journal of Technology and Design Education, 32(2), 1063–1078. https://doi.org/10.1007/s10798-020-09626-6

16. Ali, S. S., & Hawk, N. A. (2024). Examining cultural background as context and in-service teachers’ perception of TPACK: A mixed-method study. Education and Information Technologies, 29(3), 3547–3570. https://doi.org/10.1007/s10639-023-11939-7

17. Alizadeh, I., & Pourghane, P. (2022). Iranian faculty members’ metaphors of the internationalization of medical sciences education. Higher Education, 84(3), 629–646. https://doi.org/10.1007/s10734-021-00792-7

18. Alkış Küçükaydın, M., Ulum, Ö. G., & Ulum, H. (2024). Depictions of Refugees in Children’s Picturebooks in Turkey. Early Childhood Education Journal, 52(7), 1563–1575. https://doi.org/10.1007/s10643-023-01564-x

19. Allen, R. M., & McLaren, P. (2022). Protecting the University as a Physical Place in the Age of Postdigitization. Postdigital Science and Education, 4(2), 373–393. https://doi.org/10.1007/s42438-021-00276-y

20. Alonso Ferreiro, A., Ainoa Zabalza Cerdeiriña, M., & Da Vila, S. (2024). Analysis of the educational and cultural activity of the Spanish government in social media: a comparison between pandemic and post pandemic times. Journal of New Approaches in Educational Research, 13. https://doi.org/10.1007/s44322-023-00004-3

21. Alzahrani, A. S., Tsai, Y. S., Iqbal, S., Marcos, P. M. M., Scheffel, M., Drachsler, H., Kloos, C. D., Aljohani, N., & Gasevic, D. (2023). Untangling connections between challenges in the adoption of learning analytics in higher education. Education and Information Technologies, 28(4), 4563–4595. https://doi.org/10.1007/s10639-022-11323-x

22. Alzen, J. L., Buell, J. Y., Edwards, K., Griesemer, C. D., Zhang, Y., Passmore, C., Penuel, W. R., & Reiser, B. J. (2025). Developing Science Classroom Expectations That Encourage Risk-Taking for Learning Science Together. Science Education, 109(6), 1716–1732. https://doi.org/10.1002/sce.21990

23. Anantanukulwong, R., Chiangga, S., & Pongsophon, P. (2023). Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education. Cultural Studies of Science Education, 18(3), 791–807. https://doi.org/10.1007/s11422-023-10170-7

24. Anciones Anguita, K., & Checa Romero, M. (2025). Making Money on OnlyFans? A Study on the Promotion of Erotic Content Platforms on Social Media and their Influence on Adolescents. Sexuality and Culture, 29(6), 2727–2751. https://doi.org/10.1007/s12119-025-10389-2

25. Andersen, C., O’Mara, J., Auld, G., Corcoran, T., Delphine, T., Hicks, D., Moss, J., Riele, K. te, & Rudling, E. (2025). Overcoming hesitancy in delivering Aboriginal and Torres Strait Islander histories and cultures in Australian schools. Australian Educational Researcher, 52(5), 3657–3676. https://doi.org/10.1007/s13384-025-00871-z

26. Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H. L., & Wagner, D. (2022). Storylines in public news media about mathematics education and minoritized students. Educational Studies in Mathematics, 111(2), 323–343. https://doi.org/10.1007/s10649-022-10161-5

27. Anthonysamy, L., Sugendran, P., Wei, L. O., & Hoon, T. S. (2024). An improved metacognitive competency framework to inculcate analytical thinking among university students. Education and Information Technologies, 29(17), 22475–22497. https://doi.org/10.1007/s10639-024-12678-z

28. Arantes, J. A. (2022). The ‘Postdigital Teacher Identities’ Praxis: a Discussion Paper. Postdigital Science and Education, 4(2), 447–466. https://doi.org/10.1007/s42438-021-00271-3

29. Arpaci, I., Masrek, M. N., Al-Sharafi, M. A., & Al-Emran, M. (2023). Evaluating the actual use of cloud computing in higher education through information management factors: a cross-cultural comparison. Education and Information Technologies, 28(9), 12089–12109. https://doi.org/10.1007/s10639-023-11594-y

30. Aseeri, M., & Kang, K. (2023). Organisational culture and big data socio-technical systems on strategic decision making: Case of Saudi Arabian higher education. Education and Information Technologies, 28(7), 8999–9024. https://doi.org/10.1007/s10639-022-11500-y

31. Astle, S., Pariera, K., Anders, K. M., Brown-King, B., & Adams, M. (2024). “Support the Shit Out of Them:” Intersex Emerging Adults’ Recommendations for Caregivers of an Intersex Child. Sexuality and Culture, 28(5), 2143–2174. https://doi.org/10.1007/s12119-024-10223-1

32. Axell, C., & Berg, A. (2024). “You give a little bit more love to animals than to robots”: primary pupils’ conceptions of ‘programming’ and programmable artefacts. International Journal of Technology and Design Education, 34(2), 505–530. https://doi.org/10.1007/s10798-023-09838-6

33. Aydın, S., & Tekin, I. (2023). Positive psychology and language learning: A systematic scoping review. Review of Education, 11(3). https://doi.org/10.1002/rev3.3420

34. Bahack, H., & Addi-Raccah, A. (2022). PhD first-generation and continuing generation students’ academic experience and strengths. Higher Education, 84(4), 909–925. https://doi.org/10.1007/s10734-021-00806-4

35. Baker, L., Labuschagne, P., Katende, J., Kariv, J., Weitbrecht, J., & Aloui, K. (2022). Mathematical competitions in Africa: their prevalence and relevance to students and teachers. ZDM - Mathematics Education, 54(5), 1027–1042. https://doi.org/10.1007/s11858-022-01347-5

36. Balarabe, K. (2022). The Legal Status and Perceptions of Sexual Rights Among Some Selected Stakeholders in Nigeria. Sexuality and Culture, 26(3), 1090–1114. https://doi.org/10.1007/s12119-021-09933-7

37. Balta, N., Japashov, N., Mansurova, A., Tzafilkou, K., Oliveira, A. W., & Lathrop, R. (2023). Middle- and secondary-school students’ STEM career interest and its relationship to gender, grades, and family size in Kazakhstan. Science Education, 107(2), 401–426. https://doi.org/10.1002/sce.21776

38. Barber, S. (2025). From silence to academic engagement: How refugee children with disabilities access learning through inclusive ‘artful’ schools in Canada. British Educational Research Journal, 51(4), 1789–1819. https://doi.org/10.1002/berj.4148

39. Barker, R., Hartwell, G., Egan, M., & Lock, K. (2023). The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study. British Educational Research Journal, 49(3), 499–521. https://doi.org/10.1002/berj.3853

40. Bayoulou, S., Ngangue, P., Kaboré, S. S., Nteungue, B. A. K., Pafadnam, Y., Yopa, D. S., & Kiki, G. M. (2025). Unseen Struggles: Barriers to Care for Gender-Based Violence Survivors in Forced Displacement in Kaya, Burkina Faso. Sexuality and Culture, 29(6), 2907–2922. https://doi.org/10.1007/s12119-025-10399-0

41. Beckmeyer, J. J., & Kline, G. C. (2025). Positive and Negative Experiences in Adolescent Romantic Partnerships: Implications for Well-Being. Sexuality and Culture, 29(1), 22–37. https://doi.org/10.1007/s12119-024-10278-0

42. Behrendtz, J., & Rahm, L. (2025). Reimagining the Machine: Grind Culture and Its Discontents. Postdigital Science and Education (Switzerland), Part F1109, 249–273. https://doi.org/10.1007/978-3-031-99378-7_12

43. Ben-Horin, O. (2024). Creativity in an Emergent and Improvisational Global Educational Environment. Palgrave Studies in Creativity and Culture, Part F3864, 181–202. https://doi.org/10.1007/978-3-031-52973-3_8

44. Ben-Uri, I., Melfi, G., Arcidiacono, F., & Bova, A. (2022). Work-family conflict and facilitation among teachers in Israel and Switzerland. European Journal of Psychology of Education, 37(3), 729–744. https://doi.org/10.1007/s10212-021-00562-0

45. Benavides, A. W., Tan, E., & Calabrese Barton, A. (2023). “We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls’ engineering experiences. Science Education, 107(1), 149–179. https://doi.org/10.1002/sce.21770

46. Biberman-Shalev, L., & Bar-Tal, S. (2024). The codes of school mathematics culture as mirrored in mathematics interns’ reflective blogs. Asia Pacific Education Review, 25(2), 373–384. https://doi.org/10.1007/s12564-023-09864-y

47. Bice, H., & Tang, H. (2022). Teachers’ beliefs and practices of technology integration at a school for students with dyslexia: A mixed methods study. Education and Information Technologies, 27(7), 10179–10205. https://doi.org/10.1007/s10639-022-11044-1

48. Bilal, F., & Erişti, S. D. B. (2025). Data visualization and a post-digital approach to art education: an a/r/tography research. Education and Information Technologies, 30(17), 24595–24623. https://doi.org/10.1007/s10639-025-13704-4

49. Billington, T., Gibson, S., Fogg, P., Lahmar, J., & Cameron, H. (2022). Conditions for mental health in education: Towards relational practice. British Educational Research Journal, 48(1), 95–119. https://doi.org/10.1002/berj.3755

50. Boahene, D., Reitz, E., & Endendijk, J. J. (2022). Stereotyping Yourself: Are Adolescents’ Stereotypes About the Sexual Double Standard Related to Their Own Sexual Behaviors? Sexuality and Culture, 26(4), 1235–1258. https://doi.org/10.1007/s12119-021-09940-8

51. Boda, P. A. (2024). Dreaming of disability-as-possibility as a humanistic STEM education futurity. Science Education, 108(6), 1590–1607. https://doi.org/10.1002/sce.21891

52. Bolarinwa, O. A., Aliu, M., Arthur-Holmes, F., Aboagye, R. G., Seidu, A. A., Ahinkorah, B. O., & Ameyaw, E. K. (2023). Age of Sexual Debut and Modern Contraceptive Use Among Women of Reproductive Age in South Africa. Sexuality and Culture, 27(3), 995–1009. https://doi.org/10.1007/s12119-022-10051-1

53. Bong, D. C. N., & Chen, C. J. (2024). Insights into science, technology, engineering and mathematics (STEM) achievement: A comprehensive review of factors and methodologies. Review of Education, 12(3). https://doi.org/10.1002/rev3.70018

54. Borchers, C., Fleischer, H., Yaron, D. J., McLaren, B. M., Scheiter, K., Aleven, V., & Schanze, S. (2025). Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study. Journal of Science Education and Technology, 34(2), 384–400. https://doi.org/10.1007/s10956-024-10197-7

55. Bossér, U. (2024). Transformation of School Science Practices to Promote Functional Scientific Literacy. Research in Science Education, 54(2), 265–281. https://doi.org/10.1007/s11165-023-10138-1

56. Boulord, C., Le Borgne, Y. A., & Corieri, P. (2024). Informal Education Practices for Human–AI Creative Pedagogy for Accessibility and Inclusivity. Palgrave Studies in Creativity and Culture, Part F3866, 89–99. https://doi.org/10.1007/978-3-031-55272-4_7

57. Bragg, S., Ponsford, R., Meiksin, R., Lohan, M., Melendez-Torres, G. J., Hadley, A., Young, H., Anne Barter, C., Taylor, B., & Bonell, C. (2022). Enacting whole-school relationships and sexuality education in England: Context matters. British Educational Research Journal, 48(4), 665–683. https://doi.org/10.1002/berj.3788

58. Breen, S. M., Olson, T. H., Gonzales, L. D., & Griffin, K. A. (2025). Barriers to Change: A Collective Case Study of Four Universities’ Efforts to Advance Faculty Diversity and Inclusion. Innovative Higher Education, 50(2), 513–539. https://doi.org/10.1007/s10755-024-09742-4

59. Briody, E. K., Rodríguez-Mejía, F. R., & Berger, E. J. (2022). Professional Staff Making a Difference: Cultural Change in Higher Education. Innovative Higher Education, 47(2), 297–325. https://doi.org/10.1007/s10755-021-09577-3

60. Brisson, J., Ravitsky, V., & Williams-Jones, B. (2023). Colombian Youth Express Interest in Receiving Sex Education from their Parents. Sexuality and Culture, 27(1), 266–289. https://doi.org/10.1007/s12119-022-10012-8

61. Brooks, R., & Timms, J. (2025). Institutional constraints to higher education datafication: an English case study. Higher Education, 90(4), 1049–1063. https://doi.org/10.1007/s10734-024-01363-2

62. Brown, C., Huber, E., Bone, E., Gribble, L., Lys, I., Dickson-Deane, C., Yu, P., Markauskaite, L., & Campbell, C. (2024). Academic Women Co-designing Education Futures in a Postdigital World. Postdigital Science and Education, 6(1), 300–320. https://doi.org/10.1007/s42438-023-00410-y

63. Brown, C., & Luzmore, R. (2025). An educated society is an ideas-informed society: A proposed theoretical framework for effective ideas engagement. British Educational Research Journal, 51(2), 969–989. https://doi.org/10.1002/berj.4110

64. Bryan-Silva, K., Sanders-Smith, S. C., & Yang, S. Y. H. (2023). Globally Minded Preschoolers: Playful Investigation of the Interdependence Between Self, Others, and Society. Early Childhood Education Journal, 51(7), 1145–1155. https://doi.org/10.1007/s10643-022-01357-8

65. Brynjolson, N. (2022). Ripple Effects: New Frameworks for Learning in Postcommodity’s Sound Art. Postdigital Science and Education (Netherlands), Part F3828, 247–260. https://doi.org/10.1007/978-3-030-97262-2_13

66. Bui, H. P. (2024). Contextualizing synchronous online EFL classroom assessment: A face saving perspective. Education and Information Technologies, 29(18), 24941–24961. https://doi.org/10.1007/s10639-024-12849-y

67. Bulakh, V. P., & Shandruk, S. I. (2022). The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance. Review of Education, 10(1). https://doi.org/10.1002/rev3.3315

68. Burgess, C., Fricker, A., & Weuffen, S. (2023). Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences. Australian Educational Researcher, 50(1), 111–129. https://doi.org/10.1007/s13384-022-00546-z

69. Campbell, H. A., & Jones, G. (2022). When the Church Embraced a Posthuman Future: How Pastoral Negotiations with Technology During the Covid-19 Pandemic Resulted in an Implicit Acceptance of Posthumanism. Postdigital Science and Education (Netherlands), Part F3829, 201–216. https://doi.org/10.1007/978-3-031-09405-7_12

70. Candela, P. P., Gumbo, M. T., & Mapotse, T. A. (2022). Adaptation of the Attitude Behavioural Scale section of a PATT instrument for the Omani context. International Journal of Technology and Design Education, 32(3), 1605–1627. https://doi.org/10.1007/s10798-021-09665-7

71. Cardullo, V., & Burton, M. (2024). Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM. Early Childhood Education Journal, 52(7), 1297–1310. https://doi.org/10.1007/s10643-022-01379-2

72. Casey, J. (2024). An auto-ethnographic approach to academic integrity: experiences through the lens as a student, design teacher and academic integrity officer. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00173-4

73. Castanelli, D. J., Molloy, E., & Bearman, M. (2025). The stigma of underperformance in assessment and remediation. Advances in Health Sciences Education, 30(3), 815–830. https://doi.org/10.1007/s10459-024-10382-8

74. Catto, R. (2024). Creationism and climate skepticism: power and public understandings of science in America. Cultural Studies of Science Education, 19(1), 15–22. https://doi.org/10.1007/s11422-023-10208-w

75. Caucheteux, C., Hodgkins, L. B., Batifol, V., Fouché, L., & Romero, M. (2024). Students’ Perspective on the Use of Artificial Intelligence in Education. Palgrave Studies in Creativity and Culture, Part F3866, 101–113. https://doi.org/10.1007/978-3-031-55272-4_8

76. Çelik, Ö., & Razı, S. (2023). Facilitators and barriers to creating a culture of academic integrity at secondary schools: an exploratory case study. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00125-4

77. Chakraborty, D., & Kidman, G. (2022). Inquiry Process Skills in Primary Science Textbooks: Authors and Publishers’ Intentions. Research in Science Education, 52(5), 1419–1433. https://doi.org/10.1007/s11165-021-09996-4

78. Chang, M. W., Chen, C. C., & Chin, J. M. C. (2025). Navigating the dilemmas of educational reform: A case study of Montessori implementation in a Taiwanese public school. British Educational Research Journal, 51(6), 2758–2776. https://doi.org/10.1002/berj.4208

79. Chang, T. S. (2024). The evolutionary course of mathematics literary writings: A case study. Asia Pacific Education Review, 25(4), 1141–1159. https://doi.org/10.1007/s12564-024-09969-y

80. Chappell, K. (2024). Creating Spaces for Ruptions and Provocations. Palgrave Studies in Creativity and Culture, Part F3864, 1–24. https://doi.org/10.1007/978-3-031-52973-3_1

81. Chappell, K., & Hetherington, L. (2024). Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism. Cultural Studies of Science Education, 19(1), 77–116. https://doi.org/10.1007/s11422-023-10200-4

82. Chappell, K., Turner, C., & Wren, H. (2024). Inhabiting the Cracks: Accumulating Creative Ruptions to Change Education. Palgrave Studies in Creativity and Culture, Part F3864, 293–321. https://doi.org/10.1007/978-3-031-52973-3_13

83. Chau, H. T. H., Bui, H. P., & Dinh, Q. T. H. (2024). Impacts of online collaborative learning on students’ intercultural communication apprehension and intercultural communicative competence. Education and Information Technologies, 29(6), 7447–7464. https://doi.org/10.1007/s10639-023-12100-0

84. Chave, S. (2024). On Bewilderment, Education and Opening Spaces for Creativity and Emergent Educational Futures. Palgrave Studies in Creativity and Culture, Part F3864, 71–91. https://doi.org/10.1007/978-3-031-52973-3_4

85. Chen, C. C. (2024). Practice of leadership competencies by a principal: case study of a public experimental school in Taiwan. Asia Pacific Education Review, 25(1), 159–170. https://doi.org/10.1007/s12564-022-09813-1

86. Chen, C., & Du, X. (2022). Teaching and Learning Chinese as a Foreign Language Through Intercultural Online Collaborative Projects. Asia-Pacific Education Researcher, 31(2), 123–135. https://doi.org/10.1007/s40299-020-00543-9

87. Chen, H. C., Lin, M. C., & Chang, C. Y. (2025). Exploring Diverse Views of Taiwanese Christians on Teaching Evolution from the Perspective of Worldviews. Science and Education, 34(3), 1433–1460. https://doi.org/10.1007/s11191-023-00493-w

88. Chen, J., Lin, C. H., & Chen, G. (2024). Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter. Education and Information Technologies, 29(15), 20459–20491. https://doi.org/10.1007/s10639-024-12642-x

89. Chen, K. H., & Liu, J. C. E. (2024). Overcoming stigma: how academic ghostwriting companies neutralize their services in Chinese and English markets. Higher Education, 88(4), 1255–1274. https://doi.org/10.1007/s10734-023-01168-9

90. Cheng, H. Y., Tian, R. M., & Mei, X. X. (2023). Comparing the behavioural differences of teachers and students in learner-centred classrooms between China and the USA. European Journal of Psychology of Education, 38(1), 63–82. https://doi.org/10.1007/s10212-021-00592-8

91. Cheng, M., Chen, L., & Yuen, A. H. K. (2022). Exploring the use of technology among newly arrived children in Hong Kong: from an e-sports and cultural capital perspective. Educational Technology Research and Development, 70(5), 1931–1949. https://doi.org/10.1007/s11423-022-10130-y

92. Cheng, T. F., & Shen, L. A. (2025). Research on the construction of a high school evaluation culture indicators and its relationship with school effectiveness. Review of Education, 13(2). https://doi.org/10.1002/rev3.70087

93. Cheung, K. K. C., Erduran, S., & Oancea, A. (2025). Promoting linguistic equity: multilingual students’ multimodal meaning making of culture of scientific practices. Cultural Studies of Science Education, 20(3–4), 345–387. https://doi.org/10.1007/s11422-025-10257-3

94. Child, S., & Marvell, R. (2024). Care-experienced students in higher education: A case for re-figuring higher education worlds to widen access and further social justice. British Educational Research Journal, 50(2), 474–494. https://doi.org/10.1002/berj.3905

95. Childers, G., Governor, D., Greer, K., & James, V. (2024). Science Fiction Fan Conventions as Places to Communicate Science. Research in Science Education, 54(2), 149–166. https://doi.org/10.1007/s11165-023-10130-9

96. Childers, G., Hite, R., Cruz, J., Ataide Pinheiro, W., Greer, K., Noble, S., & Whitworth, C. (2024). Historically underrepresented and marginalized science fiction convention attendees’ life experiences related to science and science fiction. Cultural Studies of Science Education, 19(4), 727–751. https://doi.org/10.1007/s11422-024-10234-2

97. Chiswa, N., & Mutongoza, B. H. (2025). Going Nowhere Fast? A Review of Literature on Barriers to Queer Inclusion in South African Universities. Sexuality and Culture, 29(1), 62–73. https://doi.org/10.1007/s12119-024-10284-2

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