This study examines the status of mixed-methods research (MMR) in computer-assisted language learning (CALL). A total of 204 studies employing MMR were analyzed. Manual coding was carried out to reveal MMR purposes, designs, features, and rhetorical justifications. Findings indicate CALL authors mostly adopt MMR for triangulation and complementarity purposes. Core designs are more favored in CALL MMR research articles, compared to complex designs. Moderate size random sampling prevails in the data, where data sources are sequentially collected and analyzed using parametric tests. Symptomatic argumentative schemes are found to be the most common justification of MMR. Based on the findings, it is evident that most CALL researchers employ conventional MMR designs. The study concludes with implications for CALL stakeholders and authors.

With research showing the benefits of feedback, teachers have come under increasing pressure to provide more, including more personalised, and more detailed responses to students. This often places heavy demands on teachers and with ever-larger class sizes and heavier workloads, teacher fatigue and burn-out are common. Automation has the potential to change all this and new digital resources have already proven to be valuable in supporting L2 writing. In this paper I look at the contribution of Automated Writing Evaluation (AWE) programmes and Generative Artificial Intelligence (GenAI) to feedback. The ability to provide instant local and global feedback across multiple drafts targeted to student needs and in greater quantities promises to increase learner motivation and autonomy while relieving teachers of hours of marking. But haven’t we heard this all before? Are these empty claims which raise our expectations of removing some of the drudgery of mundane grammar correction? Most importantly, what is the role of teachers in all this, and can AI really improve writers and not just texts?

Grey-headed flying-foxes, frequently-spotted residents of the greater Sydney region, Australia, play a key role in native ecosystems. Knowledge of local wildlife may increase interest in conserving and protecting wildlife. We assessed baseline knowledge in a year 3 class regarding common features and habits of grey-headed flying-foxes, and feasibility and impact of a classmate-peer-developed educational intervention. Pre- and post-intervention paper questionnaires were administered to a single class in a single school. The focussed educational intervention comprised an interactive presentation with slide-show, developed by a classmate-peer with stakeholder consultation. Simple descriptive and comparative statistical analyses were applied.

The same 29 students participated in both pre- and post-intervention questionnaires. The intervention proved feasible in a classroom setting. The pre-intervention survey indicated suboptimal knowledge regarding grey-headed flying-foxes in relation to categorisation, appearance, habitat, activity, diet and travel patterns. Post-intervention knowledge had generally improved.

This pilot study indicated that a simple peer-developed educational intervention was feasible and improved knowledge gaps, at least in the short term. Future research might assess the potential for initiatives like this to improve young people’s knowledge at a wider level, and explore the relationship between improvements in knowledge and efforts to conserve vulnerable species such as the grey-headed flying-fox.

Socio-environmental challenges such as climate change and biodiversity loss necessitate political action and transformative educational responses. Education for Environmental Citizenship (EEC) offers a promising framework for addressing these issues in school settings. However, there is a lack of reported structured teacher professional development (TPD) programmes that support EEC. This study presents a systematic literature review (SLR) of empirical studies and supranational frameworks, synthesising the results into a model for in-service TPD in EEC. The analysis identified core competencies such as critical thinking, systems thinking and global citizenship alongside with dimensions including socio-emotional and cultural-territorial competencies, which address context-specific educational needs. These are mapped to pedagogical strategies such as outdoor learning, reflective practice and community-based learning. The resulting model seeks to align global sustainability goals with local realities. This research lays the groundwork for fostering EEC by providing educators with the competencies and strategies essential to drive social and environmental change.

Teachers are at the front line of climate change education (CCE), working to integrate its complex environmental, social and ethical dimensions into their classroom practice. Yet little is known about the barriers to and enablers of implementing interdisciplinarity within CCE. This study investigates Finnish secondary school teachers’ perspectives on interdisciplinary CCE, examining how their practices are shaped by access to resources, training and institutional support. Drawing on the ecological model of teacher agency, we conduct a mixed-methods analysis from a national survey of 243 teachers. The findings reveal a strong commitment to locally relevant and ethically informed CCE, as well as an increased interest in activities in outdoor environments, research-based resources and drama-based resources. On the other hand, an increased disinclination to introducing new content and resources highlights the persistence of structural, epistemological, and ideological barriers. Teachers report relying heavily on self-directed learning and growing interdisciplinary fatigue due to fragmented support systems. These dynamics reveal a need for academic–school collaborations that move beyond top-down implementation and towards the creation of accessible, adaptable knowledge. This study contributes to emerging debates about how to foster critical interdisciplinarity in CCE by centring the voices and agency of educators.

This article critically examines the mediating role of teacher and student reflexivity in relation to promotional interest agents within the Global Action Programme on climate change. Regarding reflexivity, Margaret Archer’s basic idea seeks to mediate between agency and structure. Although social structures are considered limiting, it is believed that individuals can still practice personal reflexivity, leading to efforts to think and act critically in responding to climate change. Knowing the role and variations of environmental agent reflexivity in addressing climate change in Indonesian school is important. This study uses critical ethnography, which is intended to describe hidden realities. In a micro-sociological context, teacher’s interactions with students can be empowering and limiting. Both can interact dynamically, sometimes dominating, interdependent, connected and disconnected until connected again. This condition is influenced by the extent to which there is an opportunity for reflective monitoring through dialogue, discussion and deliberation. Referring to Archer’s typology of reflexivity, each environmental agent reflects four modes of internal conversation: communicative reflexivity, autonomous reflexivity, meta-reflexivity and fractured reflexivity. While Archer centres internal conversation in reflexive agency, this study foregrounds silent conversation in digital spaces as a critical bridge between reflection and environmental action in schools.

Anxiety about nuclear war emerged after the 1945 atomic bombings of Japan and has risen and fallen over the following decades. It is grounded in future thinking shaped by narrative form and function in policy discussions and especially in film and television. These media have repeatedly drawn on three basic narrative templates organised around three different endings: destruction, judgement, and renewal; human extinction; and permanent and irreversible societal collapse. Several film and television productions are used to illustrate the internal organisation of these narrative templates and to examine how both nuclear fear and nuclear anxiety are involved.

This article comparatively examines expertise and policy-making related to school maturity in postwar Czechoslovakia and Poland. Through an analysis of published sources and archival material, it traces the intensive development of pedagogical and psychological expertise about school maturity from the early 1960s onward and examines how that development influenced the policies introduced in both countries in the late 1960s and early 1970s. Using the concept of the expertise as a network as our analytical lens, we show that despite considerable differences in education systems and particular features of expertise in the two countries, pedagogical expertise affected policies in a very similar way through intensive networking, leading to the introduction of measures such as preparatory departments and compensatory classes in Czechoslovakia and early enrollment in Poland. We argue that educational policy-making in post-Stalinist Czechoslovakia and Poland was largely expert-driven. Nevertheless, there were limitations on the experts’ influence, as not all the proposed changes were introduced.