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Keywords: university teaching, educational innovation, teaching concerns INTRODUCTION Reviewing UNESCO's statements regarding that \"the rapid changes in contemporary societies call into question what should be taught and how learning takes place\" (2013, p. 14), along with those of the OECD (2019) and the World Bank (2019), regarding the quality of higher education, highlights the need to integrate methodological innovations that prepare students for the working world of the 21st century, a challenge that these institutions must take on. The Center defined Educational Innovation as a dynamic process of change and significant transformation, which seeks to enhance, improve or ratify the procedures generated in educational contexts and learning and teaching processes, through the generation of ideas, products, methodological, evaluative and/or curricular strategies, along with a solution that involves integrating a novelty in a given context, to turn it into a continuous and sustainable practice over time, with transferable solutions beyond the particular context where they arose. [...]the results and difficulties faced in each project were identified, as well as the type of innovation pro-posed as a means to solve the difficulties identified, the evaluation instruments and their respective assessment. (2017) highlights the importance of training in education for professionals in this area to understand the educational process and its quality, as well as to incorporate teaching-learning strategies in the classroom that bring students closer to their

The teaching concerns of engineering educators offer one lens for thinking about how to support engineering educators' efforts to improve their teaching. In this study, we collected narrative accounts of teaching consultations between engineering educators and an instructional consultant. Transcripts of these accounts were coded for individual teaching concerns, which were then interpreted from the perspective of existing models and also aggregated into themes. We discuss our findings by using them to highlight ways in which engineering educators are already thinking effectively, to suggest how the adoption of innovation and professional problem‐solving can serve as promising frameworks for thinking about teaching activity, and to suggest that additional research on engineering teaching take advantage of distributed cognition models to truly understand how our students are taught.

This article examines a case study regarding pre- and post-COVID-19 faculty adoption patterns for online teaching. It is based on a usable sample of 184 faculty from a relatively typical, teaching/research institution, in which the bulk of the faculty had some modest level of hybrid or fully online teaching. The Unified Theory of Acceptance and Use of Technology (UTAUT)is used as the framework for the analysis for this descriptive case. The findings indicate that the trajectory of increasing online teaching is likely to continue and grow, despite reasonable and persistent faculty concerns. Based on the case study and literature, twenty recommendations are provided that can encourage faculty adoption and promote high quality online implementation systems.

In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence of generative Artificial Intelligence (GenAI) further accelerates this trend. However, the increasing sophistication of GenAI tools has raised concerns about their potential to automate teaching and research processes. Despite widespread research on GenAI in various fields, there is a lack of multicultural perspectives on its impact and concerns in HE. This study addresses this gap by examining the usage, benefits, and concerns of GenAI in higher education from a multicultural standpoint. We employed an online survey that collected responses from 1217 participants across 76 countries, encompassing a broad range of gender categories, academic disciplines, geographical locations, and cultural orientations. Our findings revealed a high level of awareness and familiarity with GenAI tools among respondents. A significant portion had prior experience and expressed the intention to continue using these tools, primarily for information retrieval and text paraphrasing. The study emphasizes the importance of GenAI integration in higher education, highlighting both its potential benefits and concerns. Notably, there is a strong correlation between cultural dimensions and respondents’ views on the benefits and concerns related to GenAI, including its potential as academic dishonesty and the need for ethical guidelines. We, therefore, argued that responsible use of GenAI tools can enhance learning processes, but addressing concerns may require robust policies that are responsive to cultural expectations. We discussed the findings and offered recommendations for researchers, educators, and policymakers, aiming to promote the ethical and effective integration of GenAI tools in higher education.

Purpose This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education. Design/methodology/approach AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI. Findings Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development. Originality/value Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.

Due to the COVID-19 pandemic, Higher Education Institutions (HEI) replaced regular face-to-face teaching with online teaching and learning. However, the shift caused several academic and social concerns for students, such as lack of academic support, lack of adequate resources to support online teaching, lack of socialization, stress, anxiety, and lack of motivation in attending classes. This research evaluates the impact of HEIs support, faculty support, and resources available on the academic and social concerns of students in HEIs during the pandemic. 11,114 students across the HEIs in Sultanate of Oman participated in an online national survey. Regression and factor analysis were used to verify the research model developed based on the literature review. Results showed that HEI support and faculty support significantly affect university students' academic and social concerns. Furthermore, resource availability was found to affect the academic concerns of students but not their social concerns. This research recommends strategies for HEIs and faculty to promote faculty-student interaction using both synchronous and asynchronous modes to reduce student concerns and motivate them to engage in online classes.

A cross-sectional survey was conducted to explore university teachers' stages of concerns (SoC) about the adoption of the Moodle LMS at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Hundred and thirty-one (131) participants (university teachers) were randomly selected from the Kumasi Campus of AAMUSTED to participate in the study. Results revealed that the university teachers had primary and secondary concerns at the personal and consequence stages of the SoC, respectively. At the awareness stage, they reported having low levels of concerns. Participants' socio-demographics (i.e. gender, age, educational qualification, rank, and teaching experience) had no significant relationship with the overall stages of concerns. Implications of these findings have been discussed to help address university teachers' concerns about the adoption of online learning management systems in HEIs in low- and middle-income countries, where online education is rife with issues.

The survey research reported in this paper aimed to show how foreign language teachers' (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers' participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size. Namen anketne raziskave je bil pokazati, kako se prepričanja o samo-učinkovitosti učiteljev tujih jezikov (N = 69) in njihove skrbi v poveza-vi z izvajanjem inkluzivnih učnih praks z učenci z disleksijo ter njihov odnos do inkluzije v tujejezikovnem izobraževanju spremenijo zaradi udeležbe učiteljev na intenzivnem usposabljanju v živo o disleksiji in poučevanju tujih jezikov. Primerjave pred začetkom in po koncu uspo-sabljanja so pokazale statistično pomembno izboljšanje prepričanj o lastni učinkovitosti in stališč z veliko do srednjo velikostjo učinka ter zmanjšanje zaskrbljenosti z majhno velikostjo učinka. Poleg tega se je zaznana raven znanja o disleksiji, o kateri so poročali udeleženci uspo-sabljanja po njegovem zaključku, v primerjavi z znanjem pred uspo-sabljanjem pomembno povečala, pri čemer je bila velikost učinka ve-lika. Zaznavanje znanja je bilo ključno povezano s prepričanji o lastni učinkovitosti pred usposabljanjem in skrbeh ter s prepričanji o lastni učinkovitosti po usposabljanju. Raziskan je bil vpliv več osnovnih spre-menljivk na prepričanja o lastni učinkovitosti, skrbi in stališča. Ugotovili smo, da splošne pedagoške izkušnje, izkušnje pri poučevanju učencev z disleksijo, okoliščine poučevanja (država), zaposlitev za polni delovni čas in stopnja izobrazbe ne vplivajo pomembno na prepričanja o lastni učinkovitosti ter stališča pred usposabljanjem in po njem. Začetni uči-nek predhodnega usposabljanja na prepričanja o lastni učinkovitosti je v vprašalniku po usposabljanju izzvenel. Pri skrbeh in stališčih pred usposabljanjem in po njem ni bilo opaziti pomembnih učinkov pred-hodnega usposabljanja. Začetni učinek stopnje izobrazbe in izkušenj pri poučevanju tujega jezika učencev z disleksijo na zaskrbljenost je izzvenel v vprašalniku po usposabljanju. Kontekst poučevanja (država) in zaposlitev za polni delovni čas sta udeležence razlikovala glede tega, kako zaskrbljeni so bili pred usposabljanjem glede izvajanja inkluzivne-ga poučevanja, te razlike pa so se ohranile tudi po usposabljanju. Starost je razlikovala med udeleženci glede odnosa do inkluzivnega poučevanja, ki so ga imeli pred usposabljanjem, vendar so te razlike po usposabljanju izzvenele. In končno, učiteljice in učitelji usposabljanja so se pomembno razlikovali od drugih udeležencev usposabljanja glede samoučinkovi-tosti pred usposabljanjem in zaskrbljenosti po njem, pri čemer je bila velikost učinka majhna do srednja.

The paper examines the decolonisation project in Africa, including the lingering concerns about Africa's decolonisation, and proposes ways for Africa to break out of the lingering shackles and appearances of colonialism. Despite several years of decolonisation in Africa, the continent is still enmeshed in neocolonialism, imperialism, and other forms of subtle colonial control. While previous scholarly attempts have interrogated the subject matter, emphasis has often been placed on the political aspect of decolonisation. There appears to be a dearth of a most recent attempt to provide an eye opener to the other lingering concerns in Africa's decolonisation project beyond political decolonisation. More so, beyond being an eye-opener, there is a need to propose a practicable way out of these lingering concerns about Africa's decolonisation. This is the gap this paper fills. The paper adopts descriptive and explanatory research designs, relying on documentary secondary data sources. Hence, data were sourced from extant relevant literature on the subject matter. It also adopts the decolonisation theory as a theoretical framework. Data was analysed using qualitative content analysis. Among others, the paper unravelled the lingering concerns in Africa's decolonisation project, such as socio-cultural concerns, economic concerns, governance/political concerns, and teaching and learning (knowledge production) concerns. The paper recommends that for Africa to gain total liberation in every ramification, there is an urgent need to completely decolonise its educational systems – learning and teaching methods and curricula, and seek first the kingdom of knowledge, and all else will be added.

This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.