Purpose This article presents an evidence-based, theoretically informed vision for the ways that 360° video could be used to support, enhance, and even transform teacher learning and teacher professional development (TPD) at scale. 360° video records a complete spherical view of the classroom, thereby offering an authentic, inclusive, unique, and immersive perspective for observation, reflection, and sharing. Design/Approach/Method Our approach comprised three steps: a literature review, an examination of 360° video affordances against the TPD@scale framework, and an exploration of what scale means for TPD from the perspective of spatial theory. Findings Consideration of scale has been lacking in 360° video research and, significantly, few studies have investigated use by in-service teachers. We identify how 360° video could work at scale to improve teaching and learning quality, equity and efficiency, professional experimentation, access to new ideas, peer collaboration, and expert support. Applying sociospatial concepts of place, network, and positionality offers fresh perspectives and recentres teacher lived experiences. Originality/Value We offer an original and timely contribution to the field by identifying studies involving in-service teachers, proposing new approaches for using 360° video in TPD at scale, and outlining opportunities for research, teacher education, training and CPD.
Purpose Developing students’ scientific creativity is a key objective in science education. This study aims to explore Chinese secondary school students’ perspectives on scientific creativity. Design/Approach/Method This qualitative study employed semi-structured interviews with 18 students from a Chinese upper secondary school, and the data were analysed using thematic analysis. Findings The findings indicated that many students perceived themselves as moderately creative in science learning, with robust fundamental knowledge being the most important contributing factor. They identified inquiry-based learning, science experiments, project-based activities, and Olympiad subject competition courses as creative processes, yet noted that greater teacher involvement or prescribed procedures might constrain them. Creative ideas were defined by ‘difference’ and ‘integration and transformation’, with limited knowledge and time constraining students’ ability to generate such ideas. Finally, students regarded cooperative learning with peer discussion as essential for fostering a creative environment, while study burden and examination pressure were seen as major barriers to creativity. These findings thus reveal a tension between students’ perceptions of scientific creativity and the structural constraints of a high-stakes testing context. Originality/Value This study provides valuable, student-centred insights into scientific creativity and offers practical strategies for nurturing creativity in science education in China and other similar contexts.
Purpose This systematic review analyzed 46 peer-reviewed studies published between 2020 and 2025, revealing eight digital technology types, including Information and Communication Technology, Big Data, Artificial Intelligence, ChatGPT, Open Educational Resources, Massive Open Online Courses, Learning Management System, and Augmented Reality/Virtual Reality. Design/Approach/Method Technologies are organized across three conceptual layers: Infrastructure, Algorithm, and Application Layer. This study aims to investigate: (a) the key functions and implementation barriers of eight emerging technology types; (b) their impacts on teachers’ autonomy, competence, and relatedness; and (c) their impacts on the equity, quality, and efficiency of scalable teacher professional development. Findings Findings reveal that all technologies demonstrate dual impacts on the three psychological needs, both enabling and constraining, with competence most consistently supported across layers. Equity outcomes prove most challenging. Originality/Value This review concludes that effective technology integration requires human-centered ecosystems that amplify, not replace, teacher agency, advancing a value-rational approach recognizing teachers’ professional flourishing as an intrinsic good rather than an instrumental means.
