<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Ming-Chung Chen</style></author><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Yumiko Takagi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING SUSTAINABLE DEVELOPMENT GOALS (SDGs) AT SCHOOLS: ACHIEVEMENTS AND CHALLENGES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">emotional intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">Sustainable Development Goals (SDGs)</style></keyword><keyword><style  face="normal" font="default" size="100%">University Social Responsibility (USR)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055097.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The articles in this theme issue collectively emphasize the intersection of education, sustainability, and community engagement. They underline the importance of innovative teaching practices, emotional intelligence, and sustainable facility design in achieving broader societal goals. Promoting SDGs at schools represents a complex yet rewarding endeavor. While significant achievements in quality education, gender equity, and early childhood development are evident, challenges such as resource inequalities, digital divides, and cultural barriers persist. Educators and policymakers can advance the dual goals of sustainability and social equity by integrating innovative practices, fostering emotional intelligence, addressing systemic issues, and strengthening community ties. </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">947-948</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Yi-Kai Lin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">PDCA</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">system thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698379127.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">598-611</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDY ABROAD AND PRE-SERVICE TEACHERS’ GLOBAL COMPETENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational systems</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive world</style></keyword><keyword><style  face="normal" font="default" size="100%">multicultural society</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1683097251.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students' world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers’ pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">172-175</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDITORIAL FOR THEMATIC ISSUE ON “EDUCATIONAL CHALLENGES IN EAST ASIA”</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">East Asia</style></keyword><keyword><style  face="normal" font="default" size="100%">educational challenges</style></keyword><keyword><style  face="normal" font="default" size="100%">global educational practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612880638.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems' quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy &amp; Rhoten, 2002). </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">1062-1064</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION REFORM AND TEACHER AGENCY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education reform</style></keyword><keyword><style  face="normal" font="default" size="100%">educational organizations</style></keyword><keyword><style  face="normal" font="default" size="100%">quality improvement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1529089317.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid change of technology, society, and economy creates pressure for education reform on a national level. In respond to the demand for quality improvement, educational organizations are engaging in educational innovation including curriculum, teacher competency, and effective teaching. Nevertheless, this top-down approach for change is likely to fail and lead to an unintended consequence if teachers are antithetical to the reform policy. As institutional agents, teachers make instructional choices to shape implementation of reform and thus influence the educational change in institutionalized practices (Bridwell-Mitchell, 2015). Briggs, Russel, and Wanless (2018) point out that teacher buy-in is a critical factor in educational change. As “an alignment between teacher beliefs and the goals of a change or reform, as well as feelings of competence in implementation” (p. 126), teacher buy-in for reform plays a crucial role in times of change. Teachers’ receptivity to reform is closely related to how they perceive the policy-level change. In addition to meeting the external demands, teachers characterized as real change agents are willing to change from the internal drive to reflect and learn (van der Heijden, Geldens, Beijaard, &amp; Popeijus, 2015).</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">286-288</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SITUATED LEARNING AND PROFESSIONAL DEVELOPMENT: A CASE STUDY OF APPLYING COGNITIVE APPRENTICESHIP AND COMMUNITY OF PRACTICES IN A KINDERGARTEN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive apprenticeship</style></keyword><keyword><style  face="normal" font="default" size="100%">community of practices</style></keyword><keyword><style  face="normal" font="default" size="100%">kindergarten teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361779.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to implement and evaluate a teacher training program based on the framework of situated learning. Adapting from the situated learning approaches, the author implemented two in-service teacher training programs based on cognitive apprenticeship and community of practices respectively. Each training program was adopted in a different campus of a private kindergarten. During the six-month training, researcher conducted a qualitative research to evaluate the effectiveness of the training program. To investigate how teachers improved their professional skills in constructive instruction, the researcher invited four supervisors and 10 kindergarten teachers to participate in the training program. The qualitative data included classroom observation, focus group, interviews, and teachers’ reflection notes. The results suggest that both programs may aid learning of engaging in constructivist instruction by providing external supports such as model instruction plans, mentoring, cooperating to solve problems. Nevertheless, the relationship or power hierarchy between mentors and learners is important in cultivating mentees’ capabilities. Practices sharing in community of practices approach, rather than supervisors’ expertise and diagnosis, will help the mentees to enhance their capabilities of solving problems. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">15-24</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kuo  Hung  Huang</style></author><author><style face="normal" font="default" size="100%">Kai-Chi   Hung</style></author><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING INTERACTIVITY IN GEOGRAPHY CLASS: FOSTERING CRITICAL THINKING SKILLS THROUGH TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer-mediated learning</style></keyword><keyword><style  face="normal" font="default" size="100%">critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">geography education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345697.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">50</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">To develop students’ critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes participated in the experiment. One class was taught using traditional methods whereas the instructional strategy of computer-mediated learning was adopted in the other. The findings showed that computer media designed for enhancing interactivity would facilitate teacher-pupil interaction and peer discussion, and consequently contributed to improve students’ comprehension of the geography curriculum content. In addition, the critical thinking ability of the high-achievement students was significantly improved.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">32-45</style></section></record></records></xml>