International student research has typically framed migration-to-study through adjustment and acculturation models, which may understate the identity work involved in cross-border study. This article asks how international students negotiate identity across temporal and ecological contexts during migration-to-study and what mediators shape this process, developing the Temporal–Ecological Identity Negotiation (TEIN) framework and the concept of catalytic mediation based on semi-structured interviews with 18 international students enrolled in English-medium programs at the University of Debrecen, Hungary, a single institution in a non-Anglophone setting, analyzed using an interpretivist, abductive thematic approach. The findings show that students did not simply adjust to Hungary; they connected past biographies, home-country continuities, present host-context conditions, mediating resources, and imagined futures. Catalytic mediation explains how mediators such as language, relationships, institutions, work, and future pathways can stabilize, redirect, intensify, or complicate identity negotiation. The article reframes migration-to-study as an active, mediated process across time, ecology, and future possibility, with implications for theorizing student mobility beyond adjustment-based models and for institutional practices supporting international students.
Digital transformation introduces organizational demands concerning school coordination, administrative decisions, and leadership capability development. This study examines associations among transformation conditions, digital leadership capacity, and perceived management effectiveness in Vietnamese schools. Responses from 585 principals and vice principals are analysed using partial least squares structural equation modelling. A reflective formative hierarchical model integrates managerial, institutional, and policy contextual conditions within a higher order construct. Transformation conditions are positively associated with digital leadership capacity (β = 0.545) and perceived management effectiveness (β = 0.245). Leadership capacity is positively associated with management effectiveness (β = 0.445), alongside a significant indirect association (β = 0.243). Explained variance reaches 29.7% for leadership capacity and 37.7% for perceived management effectiveness. The findings connect an enabling organizational environment with leadership capability and perceived administrative functioning across participating schools. The framework directs theoretical attention toward coordination between organizational provision and leadership practice during digital transformation. Practical priorities include reliable systems, professional learning, and structured support for implementation decisions.
Self-control in early childhood is widely regarded as a foundation for prosocial behaviors such as helping, sharing, cooperating, and comforting. This study examined developmental patterns in these behaviors, the extent to which self-control is associated with them in preschoolers, and whether that association is moderated by age and by preschool attendance. Ninety-seven Taiwanese preschoolers (36-83 months) completed a 20-item structured prosocial behavior task adapted from Dunfield et al. (2011, 2013) and Hay (2009), administered individually by a trained researcher; self-control was rated by parents on the Social Behavior Assessment System for Preschool, and the Peabody Picture Vocabulary Test-Revised was used to screen receptive language. Partial Least Squares Structural Equation Modeling with bootstrapping (5,000 subsamples) was used. The measurement model showed satisfactory reliability and validity (composite reliability ≥ .93; average variance extracted ≥ .86; HTMT = .61). Age was positively associated with self-control (β = .41) and with prosocial behavior (β = .50), and self-control was positively associated with prosocial behavior (β = .34). Contrary to prediction, age moderated the association in the opposite direction (β = -.36, p < .001): it was strongest among the youngest children and close to zero among the oldest. Preschool attendance did not moderate the association (β = -.05, ns). A pronounced ceiling in the prosocial measure, with 96% of the oldest cohort at the scale maximum, is the most likely explanation for this attenuation and is reported as a measurement caution for scenario-based prosocial tasks used above 60 months. Because the design is cross-sectional, results are interpreted as associations rather than causal effects.
Teaching visual arts requires a distinctive blend of disciplinary mastery and instructional acumen, yet empirical research on how teacher education programs cultivate this dual capacity remains scarce. While the tripartite framework of content knowledge, pedagogical knowledge, and pedagogical content knowledge has guided decades of inquiry in an array of disciplines, its application to arts teacher training is notably underdeveloped. This study examined whether a semester-long supplementary artistic design course could strengthen pre-service visual arts teachers’ professional knowledge across these three domains. The course treated design tasks as pedagogical cases through which student-teachers rehearsed explanation, misconception diagnosis, lesson sequencing, and feedback routines. A quasi-experimental pre-test/post-test control-group design was implemented with 94 undergraduate student-teachers at a public university, who were randomly allocated to treatment or comparison conditions. Domain-specific instruments assessed the knowledge dimensions before and following the intervention. Results indicated that disciplinary knowledge gains did not differ between groups, while pedagogical content knowledge showed small but robust improvements favoring the intervention group; pedagogical knowledge gains appeared promising but proved statistically fragile under sensitivity analysis. This investigation represents the first controlled evaluation of targeted coursework effects on professional knowledge in arts teacher education, extending a research tradition previously concentrated in quantitative teaching fields. The findings likely suggest that systematically embedding teaching-focused cycles into studio work can selectively sharpen pre-service art educators’ capacity to transform design expertise into teachable forms, even without substantial expansion of disciplinary content.
Education Outside the Classroom (EOtC) is gaining traction in Western schools, particularly in Northern Europe. Drawing on strong cultural capital and habitus of EOtC and outdoor learning in Scandinavia, its integration into teacher education is essential to prepare future teachers for high-quality EOtC. In Denmark, approximately one-third of pre-service teacher educators incorporate EOtC into their teaching through practical activities and reflection. However, the relationship between EOtC provision and educators’ professional experience remains underexplored. This study investigates how the implementation of EOtC in Danish pre-service teacher education associates with educators’ work experience and their professional experience with EOtC practices. Data were drawn from a nationwide survey with pre-service teacher educators in 2022, with a response rate of 38.2% (n = 311). The findings demonstrate a strong association between educators’ work experience – particularly their EOtC experience – and their likelihood of implementing EOtC in their teaching. Notably, even limited experience (1–3 years) significantly increases the probability of implementation. Subject fields also play a key role, as EOtC is far more prevalent in STEM and creative subjects than in language, culture, and educational subjects. These insights highlight strategic opportunities for strengthening EOtC integration in teacher education, particularly through early educator career experiences and targeted subject support.
