www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

IAFOR has entered into a number of strategic partnerships with universities across the world to form the IAFOR Global
Partnership Programme. These academic partnerships support and nurture IAFOR’s goals of educational cooperation
without borders, connecting the organisation with institutions that have an international and internationalising profile,and a commitment to interdisciplinary research. The IAFOR Global Partnership Programme provides mutual recognitionand scope for Global Partner institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.

/iaforjapan@iafor.official@iafor (#iafor)
www.aceid.iafor.org

Organising Committee

Shingo Ashizawa

Steve Cornwell

Joseph Haldane

Farish Noor

Barbara Lockee

Taro Mochizuki

Justin Sanders

Haruko SatohKrisna Uk

Toyo University, Japan

University of Malaya, Malaysia

Temple University, Japan Campus

IAFOR & Osaka Jogakuin University, Japan

Virginia Tech., United States

Osaka University, Japan

IAFOROsaka University, Japan

The Association for Asian Studies (AAS)

2 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Letter of Welcome

Dear Colleagues,
It has been a long and challenging winter for many of us who continue to be distanced from one anotherdue to the ongoing pandemic. However, through a combination of science, innovation and education, there
is a lot to give grounds for optimism. We must ensure that the lessons we are learning now encourage
us to come back stronger, in a way that is more responsible, responsive, and that allows for international
cooperation and collaboration to be strengthened.
In January we held our first hybrid conference in Hawaii, the first that we were able to hold onsite since theonset of the pandemic, although the audience was mostly limited to those the United States and Canada.
However, this event allowed us to operate the hybrid model that we have innovated in preparation for the
eventual resumption of events.
We are hopeful that by the autumn we will once again be able to leave our homes and travel freely , meet
our friends, family and colleagues face to face , and breathe new life into our International Academic Forum.
I look forward to seeing you all online!
Dr Joseph Haldane
Chairman & C.E.O, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, Japan
Visiting Professor, Doshisha University, Japan & The University of Belgrade, Serbia
Member, Expert Network, World Economic Forum

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is a Scopus indexed, internationally reviewed andeditorially independent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Editor: Dr Yvonne Masters
ISSN: 2187-0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. This would include exploring significant themes, exceptional programs andpromising practice in the field of education, and educational policy. The anticipatedaudience is preservice and inservice teachers and administrators, university faculty
and students, education policy makers, and others interested in educational research.
Papers submitted by academic researchers, theorists, practising teachers, policymakers and educational administrators are welcomed. Submissions should be original,
previously unpublished papers which are not under consideration for publication in
any other journal. Please note that papers already submitted to or published in IAFOR
Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
Indexed in: Scopus, SCIMAGO, DOAJ, ERIC, EBSCO Discovery Service, MIAR, TROVE, Scilit,
SHERPA/RoMEO, WorldCat, Google Scholar, Mir@bel, LENS.ORG, ScienceGate, Dimensions, scite,
and Ulrich's™. DOIs are assigned to each published issue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.iafor.org/journal/iafor-journal-of-education
The IAFOR Journal of Education is indexed in Scopus.

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Conference
Guide
Conference at a Glance
Conference Proceedings
IAFOR Membership
IAFOR Publications

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March 21 | All times are Japan Standard Time (UTC+9)

Monday at a Glance

11:00-11:15		
Announcements, Recognition of IAFOR Scholarship Winners
			& Welcome Address			Joseph Haldane, IAFOR, Japan
11:15-12:15								Keynote Presentation
Higher Education Across the Globe: A Time of Transformative Change
Deane Neubauer, University of Hawai’i at Manoa, United States

12:15-12:20		

Break

12:20-13:20		
			
			
			
			

Panel Discussion
Higher Education Across the Globe: A Time of Transformative Change
Shingo Ashizawa, Toyo University, Japan
Deane Neubauer, University of Hawai’i at Manoa, United States
Haruko Satoh, Osaka University, Japan

13:20-13:50		

Q&A and Discussion

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March 22 | All times are Japan Standard Time (UTC+9)

Tuesday at a Glance

11:30-12:20
Live-Stream Presentation Session 1
			Room A: Educational Research, Development & Publishing			Room B: Professional Training, Development & Concerns in Education
12:20-12:30		

Break

12:30-14:10		
Live-Stream Presentation Session 2
			Room A: Learning Experiences, Student Learning & Learner Diversity
			Room B: Interdisciplinary
14:10-14:20		

Break

14:20-15:35		
Live-Stream Presentation Session 3
			Room A: Interdisciplinary
			Room B: Educational Policy, Leadership, Management & Administration
15:35-15:45		

Break

15:45-17:00		
						

Live-Stream Presentation Session 4
Room A: Teaching Experiences, Pedagogy, Practice & Praxis
Room B: Higher Education

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March 23 | All times are Japan Standard Time (UTC+9)

Wednesday at a Glance
10:00-12:30
						

Critical Open Discussion Session
Higher Education Across the Globe
Deane Neubauer, University of Hawai’i at Manoa, United States

12:30-12:45
			Conference Closing Address
Joseph Haldane, IAFOR, Japan

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iaforRESEARCH
ARCHIVE

www.papers.iafor.org

Visit the IAFOR Research Archive, where you cansearch and access the repository of research
generated by IAFOR.
You can search by keyword(s), subject area(s), or
speciﬁc conference proceeding(s) to access
abstracts and full papers from past IAFOR
conference proceedings, browse and read them
online, or download them to your device.

Conference Proceedings
IAFOR Conference Proceedings are Open Access research repositories that act aspermanent records of the research generated by IAFOR conferences. The Conference
Proceedings are published on the IAFOR Research Archive (papers.iafor.org). All
accepted authors who present at the conference may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by April 25, 2022, through the online system. The proceedings
will be published on May 25, 2022.

Conference Catch-up
All live-streamed sessions will be recorded and uploaded to the Conference Catchup page (video-on-demand) via Vimeo. The catch-up page will be publicly available
after the conference.

Pre-Recorded Virtual Presentations & Virtual Poster Presentations
A full list of pre-recorded virtual video presentations amd virtual poster presentations
will be on the conference website during and after the conference. We encourage you
to watch these presentations and provide feedback through the video comments.

10 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics
and scholars of all ages and backgrounds to come together and exchange the latest
ideas, and inform each other’s perspectives through their own cultural and disciplinary
background and experiences. We are able to do this thanks to the exceptional networkof individuals and institutions around the world who support our work and help shape
our exceptional events globally. We emphasise the nurturing and supporting of young
academics from different backgrounds, providing mutual advice and guidance, andoffer more senior academics the chance to forge working relationships outside of
their traditional networks.
In a world where division and strife are underlined and played up in national and local
contexts, and political posturing frequently seeks to ostracise and demonise, IAFOR
is committed to working across cultural and national borders, and to work to bringpeople together. We believe that mature human interaction and academic and cultural
exchange are essential to offering positive versions of the future, where cooperation
happens with individuals and institutions who share a commitment to bridge divides,
to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR missionof facilitating international exchange, encouraging intercultural awareness, andpromoting interdisciplinary discussion in the hope and expectation of generating andsharing new knowledge. Join us now in this growing global organisation, and help
make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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www.iafor.org/publications

IAFOR Publications
Introduction
IAFOR’s publications provide a constructive environment for the facilitation of dialogue
between academics at the intersections of nation, culture and discipline. Since 2009, when theorganisation was established, over 20,000 academics have presented their research at IAFOR
conferences – a wealth of ideas have been generated and partnerships formed. Our various
publications, from Conference Proceedings, to peer-reviewed journals, to our online magazine,
provide a permanent record of and a global online platform for this valuable research. All of ourpublications are Open Access, freely available online and free of publishing fees of any kind.
By publishing work with IAFOR, authors enter into an exclusive License Agreement, where they
have copyright, but license exclusive rights in their article to IAFOR as the publisher.

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories,
which act as a permanent record of the research generated at IAFOR conferences. All of ourConference Proceedings are freely available to read online. Papers should be uploaded throughthe submission system before the Final Paper Submission Deadline, which is one month after theend of the conference. Please note that works published in the Conference Proceedings are notpeer-reviewed and cannot be considered for publication in IAFOR journals.

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. All papers published in the journal have been
subjected to the rigorous and accepted processes of academic peer review. Neither editors nor
members of the editorial team are remunerated for their work.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal.

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What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge andwithout delay or embargo. Authors are not required to pay charges of any sort towards the
publication of IAFOR Journals and neither editors nor members of the editorial boards are
remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education
IAFOR Journal of Literature & Librarianship
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

THINK
THINK, The Academic Platform, is IAFOR’s online magazine, publishing the latest in interdisciplinary
research and ideas from some of the world’s foremost academics, many of whom have presented
at IAFOR conferences. Content is varied in both subject and form, with everything from full research
papers to shorter opinion pieces and interviews. THINK gives academics the opportunity to stepoutside of the traditional research publishing status quo – to get creative, explore different disciplines
and to have their ideas heard, shared and discussed by a diverse, global audience.
For more information on THINK please visit www.think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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Notes14 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Monday,
March 21
Plenary Session
All times are in Japan Standard Time (UTC+9)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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Keynote Presentation: Deane Neubauer

Higher Education Across the Globe:
A Time of Transformative Change
Monday, March 21 | 11:15-12:15 | Japan Standard Time (UTC+9)

The varied impacts of the global COVID pandemic, stretching now into its third year, have andare affecting higher education throughout the world. In this session, we will examine someillustrative, albeit dramatic, changes that are impacting higher education throughout the world
with a particular emphasis on the United States. Our goal is to initiate discourse on the extent
and overall impact of these changes. The examples highlighted in this paper and presentation
are meant to serve as “triggers” for subsequent wide-ranging discussions of the participants inthis online meeting.
It is both trivial and vital to acknowledge that the past two years have been unlike any otherin recent world history: trivial in the sense that the range and intensity of events are such thatthey have been experienced as essentially inescapable for us all, irrespective of one’s locationon the planet; vital in the sense that many of the changes brought into societies by the natureof the pandemic remain beyond “knowing” and will “play out” in years to come. As we seek toenumerate, acknowledge and analyze the pandemic’s effects on higher education as a vital
segment of society that has been dramatically impacted, it is important to “broaden the frame”
of such an inquiry by acknowledging further that the pandemic “arrived” into a world of higher
education that was already on the cusp of yet another major transformative force that was both“unleashed” and embodied within the complex dynamics of what was has come to accept as the
4th Industrial Revolution (4th IR) generated by the impacts of artificial intelligence on the world.
These sessions at ACEID2022 are an occasion to invite inquiry about how these two macro forces
are confronting each other within higher education settings across the globe and to speculate
on which changes that may emerge from this confluence of forces may prove to be enduring.
However one constructs such analyses, it seems beyond question that important aspects ofhigher education as we knew and experienced it prior to the pandemic will be changed, andperhaps with sufficient cumulative effect that our intellectual task in the near future will be to
conduct a continuous assessment of this changing environment and begin a disciplined setof speculations about the nature and impact of what we can identify as elements within thesepowerful change dynamics.
In the following our intention is to create some ‘discussion areas' based around recent
speculations about the various directions in which higher education in all its forms may take.
Our particular focus is to gather together some recent speculations on transformations that
may occur as a result of the pandemic and/or the rapid progressions of artificial intelligencewithin the environment that it has created. Having created a generalized context by doingso, our further intention is conduct a critical open discussion of these continually emergent
transformative dynamics which we hope will generate new insights into the overall phenomena
and perhaps create new dimensions for further research.

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Some Aspects for Reflection
Here I would like to offer for our collective consideration the following “elements of change”
that have been variously pointed out as consequences of the Pandemic. My intention is to very
briefly frame these observations within the context of American higher education and invite
colleagues from other parts of the higher education environment to respond to the intent of theobservation with information from their own higher education reference setting.

•
•
•
•
•
•
•
•

The rapid decline of marginal institutions
The continued decline of higher education enrollment
Impacts on international students mobility including growing mobility
Reconsiderations of and shift away from academic tenure
Increased use of contract faculty
Increase use of distance education
Growing emphasis on non-degree education and training
Increased student dependence on social media

Deane Neubauer
Deane Neubauer is Professor Emeritus of Political Science at
the University of Hawai’i at Manoa. He currently also serves
as the Associate Director of the Asia Pacific Higher Education
Research Partnership (APHERP) which conducts a wide rangeof policy-focused research with a special focus on higher
education. Deane holds a BA from the University of California,
Riverside, and MA and PhD degrees from Yale University. Overthe course of his career he has focused on a variety of politicaland policy areas including democratic theory, public policy,
elections and various policy foci, including education, health,agriculture and communication. He has held a wide variety of administrative positions at the
University of Hawai’i at Manoa and the 10 campus University of Hawai’i system. He also has
over twenty years’ experience in US-oriented quality assurance.

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Panel Discussion: Shingo Ashizawa, Deane Neubauer & Haruko SatohHigher Education Across the Globe:
A Time of Transformative Change
Monday, March 21 | 12:20-13:20 | Japan Standard Time (UTC+9)

The following panel discussion will see panelists respond to the keynote presentation of Professor
Neubauer, referencing the below aspects for reflection, and bringing in their own perspectives,
experience and contexts. Delegates are encouraged to put questions to the panelists, but also to
participate in the open critical discussion on Wednesday, March 23.

Some Aspects for Reflection
•
•
•
•
•
•
•
•

The rapid decline of marginal institutions
The continued decline of higher education enrollment
Impacts on international students mobility including growing mobility
Reconsiderations of and shift away from academic tenure
Increased use of contract faculty
Increase use of distance education
Growing emphasis on non-degree education and training
Increased student dependence on social media

Shingo Ashizawa
Shingo Ashizawa is a professor at Toyo University in Tokyo. His
research involves the comparative study of higher education
management and quality analysis of the internationalisation
review process. Currently, he is leading a joint-research project
supported by the Japanese government agency, JSPS (Japan
Society for Promotion of Science). The project is focusing on
foreign credential evaluation and the comparative study of the
National Qualification Framework.
His publications include The impact of Tokyo Recognition
Convention and Digital Student Portability (2019), and Student Mobility Trends and the Role ofUniversity Networks in the Asia Pacific Region – UMAP and Its New Initiatives – (2019). He serves
as an advisor for MEXT on the UNESCO’s Tokyo Recognition Convention Committee as well as areferee for a number of JSPS funding bodies related to internationalisation of Japanese universities.
Shingo Ashizawa is also serving as Deputy Secretary General for UMAP (University Mobility in Asiaand the Pacific) as of 2016. He teaches a number of courses including “Immigration and Crosscultural issues”, and “International Student Mobility”. As an outgrowth of these activities, he hasorganised several online communities for global education, including “RYUGAKU NO SUSUME Dot
JP (Invitation to Study Abroad)”.
As a Fulbright scholarship grantee, Shingo Ashizawa studied at Harvard Graduate School of
Education. His past professional experience includes positions at the Council on International
Educational Exchange (CIEE), Keio University, Osaka University, and Meiji University.
18 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Deane Neubauer
Deane Neubauer is Professor Emeritus of Political Science at the
University of Hawai’i at Manoa. He currently also serves as the
Associate Director of the Asia Pacific Higher Education ResearchPartnership (APHERP) which conducts a wide range of policyfocused research with a special focus on higher education. Deane
holds a BA from the University of California, Riverside, and MA and
PhD degrees from Yale University. Over the course of his career
he has focused on a variety of political and policy areas including
democratic theory, public policy, elections and various policy foci,including education, health, agriculture and communication. He
has held a wide variety of administrative positions at the University of Hawai’i at Manoa and the
10 campus University of Hawai’i system. He also has over twenty years’ experience in US-oriented
quality assurance.

Haruko Satoh
Haruko Satoh is Specially Appointed Professor at the Osaka
School of International Public Policy (OSIPP), where she teaches
Japan’s relations with Asia and identity in international relations.
She is also co-director of the OSIPP-IAFOR Research Centre andshe was previously part of the MEXT Reinventing Japan project on“Peace and Human Security in Asia (PAHSA)” with six Southeast
Asian and four Japanese universities.
In the past she has worked at the Japan Institute of International
Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests areprimarily in state theory, Japanese nationalism and identity politics. Recent publications include:“China in Japan’s Nation-state Identity” in James DJ Brown & Jeff Kingston (eds) Japan’s Foreign
Relations in Asia (Routledge, 2018); “Japan’s ‘Postmodern’ Possibility with China: A View from
Kansai” in Lam Peng Er (ed), China-Japan Relations in the 21st Century (Palgrave Macmillan, 2017);“Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds.), Japan’s
Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the
Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of
Asian Public Policy, 5(2), 181–198, (July 2012); “Post- 3.11 Japan: A Matter of Restoring Trust?”,ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular
Sovereignty” in Kane, Loy & Patapan (Eds.), Political Legitimacy in Asia: New Leadership Challenges(Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya(eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave
Macmillan, 2009).
Professor Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law& International Relations section of the International Academic Advisory Board.

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Notes20 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Tuesday,March 22
Parallel Sessions
All times are in Japan Standard Time (UTC+9)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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11:30-12:20 | Room A

Tuesday Live-Stream Presentation Session 1
Educational Research, Development & Publishing
Session Chair: Zoljargal Dembereldorj
62524

11:30-11:55

Determining Educational Quality in Mongolia: An Exploratory Factor Analysis
Zoljargal Dembereldorj, National University of Mongolia, Mongolia
Gompil Battur, National University of Mongolia, Mongolia
Davaadorj Tumenjargal, National University of Mongolia, Mongolia

Educational quality has been discussed extensively. Scholars state that the quality of education is relative to its context embedded in its
culture, values, sociopolitical situation as well as economic situation (Mortimore & Stone, 1991; Hanushek, 2002; Scheerens, Luyten, &van Ravens, 2011). It has also been approached from different perspectives such as social justice and capabilities (Tikly & Barrett, 2011),
school effectiveness (Cheng, 1999), and an integrated approach of economist and humanist perspectives to define educational quality(Barrett & others, 2006). This study attempts to examine and identify the factors indicating the quality of education in Mongolia using
factor analysis. First, we identified major issues of educational quality by collecting and analyzing 66 online media sources. Then, weinterviewed 5 specialists in the field to add more clarity in context analysis. Based on the interviews and context analysis, we developed
a questionnaire consisting of 123 questions. Participants rated them in terms of their importance (1=least important through 6=mostimportant) to consider the quality of education in Mongolia. The data collection was conducted online, which yielded a valid sample sizeof 338 participants. We employed exploratory factor analysis to explore important factors of perceived educational quality. The KaiserMeyer Olkin measure of sampling adequacy is marvellous (KMO=.904). The total variance explained is .71. Loadings less than .30 was
excluded. The preliminary analysis yielded 28 factors such as student individual necessity, student awareness, teacher interaction withstudents, school interior design, school building outside environment, school administration free from politics and supportive learning
atmosphere.
62903

11:55-12:20

Japan-Russia Agricultural Research in the Web of Science: A Bibliometric Study of Scientific Output andCollaboration
Anna Lyude, Niigata University, Japan
Boris Boiarskii, All-Russian Scientific Research Institute of Soybean, Russia
Hideo Hasegawa, Niigata University, Japan

International communication has sharply increased between educational and research institutions in the various sciences between
Japan and Russia. However, literature comprehending the actual situation and issues of the bilateral joint research is insufficient. The
present study analyzed publications indexed by the Web of Science Core Collection during 1993-2020. Results demonstrated that in mostscientific fields, the number of publications that necessarily include both Russian and Japanese authors and co-authors from at least
one other country has significantly increased compared to strictly bilateral publications. However, in agricultural sciences, bilateral coauthorship remains high, with no multilateral cooperation ever in Agricultural Engineering. Plant Sciences, Soil Science, Agronomy, andEnvironmental Sciences have been the most often co-authored research areas for both bilateral and multilateral cooperation. More thanhalf of Russian organizations contributing to bilateral joint research in agriculture are affiliated with the Russian Academy of Sciences. At
the same time, the most significant contributor from Japan is Hokkaido University. Overall results indicated that the collaborative output
in agricultural sciences has been insignificant. There are distinguishing features of the joint research in agriculture that prevents it fromexpanding. Issues with genetic materials transfer, the high impact of local climatic conditions, and the necessity for longitudinal repetitive
field experiments can be highlighted. The present study concluded that further profound qualitative and quantitative research on factors
impeding and fostering collaborative research is needed.

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11:30-12:20 | Room B

Tuesday Live-Stream Presentation Session 1
Professional Training, Development & Concerns in Education
Session Chair: Mengyao Chen
62762

11:30-11:55

Language Immersion in the USA: Characteristics, Challenges, and Recommendations Related to Teacher
Education
Mengyao Chen, St. Cloud State University & Michigan State University, United States
Jiahang Li, Michigan State University, United States

Language immersion is a unique form of education as it combines content-based academic instruction, cross-cultural communication,and second language education. During language immersion education, students learn various subjects through the second language
medium, thus are highly exposed to the second language and cultural environment. Compared with conventional second language
education, language immersion has been proven to effectively improve students’ language proficiency, academic performance, andcognitive development. As a result, the number of K-12 language immersion programs in the United States (U.S.) has been growing rapidly
since the 21st century. However, language immersion programs in the U.S. are facing many challenges caused by the lack of specializedteacher education programs designed for language immersion teachers. This study focuses on investigating these challenges in the fieldsof teaching language and content, maintaining a target language environment, and developing cross-cultural communication skills. Suchchallenges during both pre-service teacher preparation and in-service teacher professional development are reviewed and discussed. The
results lead to various recommendations for improving the effectiveness of language immersion teacher education, whose key aspects
include curriculum and instruction, field practicum experience, and inter-school collaboration.
62484

11:55-12:20

Model for Effective Peer Mentoring Program in Mongolian University Context
Ganzul Gantuya, University of Finance and Economics, Mongolia
Tungalagtuya Myagmarjav, University of Finance and Economics, Mongolia

Mentoring is one of the primary programs schools are implementing in teacher development. Educators use mentoring skills andprograms to support novice teachers, improve classroom management, and develop their teaching practice and skills. Numerous studies
have been conducted to explain the importance and essentials of mentoring programs to the mentees. Researchers suggest that mentor
training should enhance mentor teachers' skills, such as building the mentee's trust, improving classroom management, and developing
instructional practice, followed by comprehensive program evaluation. Qualitative methods were used to collect the data and observe
teachers’ work experiences and skills. The purpose of the article focuses on how peer mentoring can enhance teachers' personal andprofessional skills to be successful in their roles and find out what constitutes the effectiveness of mentoring processes in academic
settings and what improves university teaching and ongoing training for the mentors. The result is that peer mentoring is accepted as
an efficient program in teacher development and benefits those engaged in this program. However, as our research result showed, peermentoring programs should be designed, developed, evaluated and renewed constantly. In addition, institutions and educators should
define mentors' roles and responsibilities in mentoring programs and evaluate them regularly.

Like us on Facebook at www.facebook.com/iaforjapan | ACEID2022 | IAFOR.ORG | 23

12:30-14:10 | Room A

Tuesday Live-Stream Presentation Session 2
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Susan Meiki
62271

12:30-12:55

Enhancing Students' Higher-Order Thinking Skills in a Differentiated Learning Environment
Mari Anne Gojar, Bicol University, Philippines

The scenario of having a diverse class has become the norm. The one-size-fits-all approach to instruction is stifling our learning
environments. This underscores the need to utilize teaching approaches that are focused, engaging and scaffolded such as DifferentiatedInstruction (DI). This study developed and validated lessons in Grade 10 Chemistry using DI considering the students’ learning style profileand proficiency levels, and investigated its effect on students’ higher-order thinking skills (HOTS). Quasi-experimental design and mixedmethods determined pertinent data from two purposively selected intact Grade 10 classes (n= 96) in a government-supervised schoolin the Bicol region, Philippines. The seven developed lessons in Gas Laws and Chemical Reactions have features of inquiry learning,
DI by proficiency level, development of HOTS, and caters to the visual, auditory, and kinesthetic learning styles. Results show that thedifferentiated lessons were rated excellent (4.77 out of 5) by the jurors. It also effectively and significantly improved students’ HOTSin the experimental group compared to the comparison group. Data from students’ journal logs, focus group discussion, and teachers’
observation tool indicated the same trend in favor of the experimental participants. These findings suggest that learners must be immersed
in appropriately challenging materials and equally engaging tasks to enhance their skills. Hence, educators are encouraged to utilize DI
in classroom and home settings to promote the development of 21st century skills of students and to improve the quality of education.
62231

12:55-13:20

Enhancing 'How to Learn' Skills: Its Impacts on Academic Performance and Student's Motivation – A Case
Study in Indonesia
Hana Sofiyana, HighScope School, Indonesia
Athifah Utami, Universidad de Córdoba, Spain

In the current situation of the Covid-19 pandemic, remote learning requires students to learn independently in finding information and understanding
the concept being learned. However, distractions like scrolling on social media, have been a common issue faced by the students during remotelearning. This challenge leads to procrastination and affects the quality of their learning. Students must have “learning how to learn” skills to help
them enhance the quality of their learning (Oakley, 2014). This study aims to examine how “learning how to learn” skills promotes significant
results on students’ academic performance and motivation. Classroom Action Research (CAR) design (Sagor, 2004) is adopted in this study.
Involves participants from multi-age classes (grade 8 and 9) as one age group; there will be a total of 3 classes with a total of 53 students. One
class is assigned to be a control group and two other classes as an experimental group. The interventions will last for 2 months (10 sessions foreach class). Both groups (control and experiment groups) get the same self-evaluation survey on students’ knowledge about the concept of "howto learn" skills, students’ motivations in learning social studies and math (as an integrated subject), and pre and post-test for the subject matter.
This study will be conducted from November to December 2021 and is expected to see to what extent the implementation of the learning technique;
Podomoro technique and chunking can help the learner to structure class learning experiences and information to gain a deeper understanding.
61824

13:20-13:45

Distance Learning: Its Challenges and Opportunities to Adolescents RelationshipJane Fenequito, Urdaneta City University, Philippines

Pandemic became one of the most feared unseen enemy where people are forced to stay at home. The pandemic brought everybody home, fromtheir work, school and other activities outside the house. Hence, the study focused on adolescents who are under the distance learning modality.
The study delved on the perceived challenges and opportunities of distance learning to their family relationship. This study will add dearth toparent-child relationship in this time of pandemic specifically on adolescents as they are in the stage of storm and stress. The study utilized
the use of qualitative research design using an online version of pen and paper type of interview through Google form. The qualitative research
design explores the different effects of pandemic specifically in the education system and family relationship where majority of schools offereddistance learning modality in the Philippines. Purposive sampling was employed to the 60 adolescents from senior high school to second-yearcollege students under distance learning modality since they are at the stage where social interaction is vital. Content analysis was also utilized
to interpret the result of the study. The result of the study showed a relationship shift in the adolescents’ development where adolescents shift
to closeness rather than conflict, dependence rather than independence and spending more time with their family than friends in social media.
The distance learning became an avenue for adolescents to seek help from their parents and parents be closer to their children.
62894

13:45-14:10

Foreign Student Expectations in an English Undergraduate Curriculum in Japan
Susan Meiki, Okayama University, Japan

Stigler and Hiebert (2009, p xii) claim that "Teachers learn to teach in a particular culture by watching the methods their teachers used
when they were students". They conclude that, "Much of what happens in the classroom is determined by a cultural code that functions
like the DNA of teaching". The goal of this presentation is to show if the impact of the professor’s teaching method is enhancing or
hindering learning in the intercultural classroom. From the support of a Japan Scientific Research Grant, the goal of this research isto present data collected from year one in a four-year planned inquiry that will be based on the surveys of McCargar (1993), Praslova(2010) and the research of Meiki (2013, 2015, 2016). This ethnographic analysis will show if the effects of a professor and / or student’s
educational background influences their expectations of the classroom learning environment. The subjects surveyed and interviewed are
the first year international students enrolled in an all English undergraduate program at Okayama University called the Global Discovery
Program in Japan.

24 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

12:30-13:45 | Room B

Tuesday Live-Stream Presentation Session 2
Interdisciplinary
Session Chair: Melvin Angeles
62893

12:30-12:55

Understanding the Lived Experiences Towards Online Learning During the Pandemic
Audric Curtis Dy, Mataas Na Paaralan ni Neptali A. Gonzales, Philippines

Since COVID-19 outbreak has come leading the face-to-face classes to be suspended, online learning has started to become a learningmodality for students to pursue their education. The research design used in this study is phenomenological design, which is a qualitative
research method used to understand the lived experiences in online learning. The interview was done with ten participants who are
currently studying at private and public schools in Metro Manila, to gather the lived experiences in online learning focusing on the benefits,challenges and lived experiences. Students were able to adjust their schedules, study lessons at their own pace and perform tasks online
with the help of the internet. Aside from it, they were no longer needed to come to school to take assessments and submit requirements tothe teacher in a face-to-face setting. However, the common challenge they had encountered consisted of internet connection problems.
With the help of online learning, students were able to be more independent, flexible focused and organized. They were also able to spend
more time with their families and at home since online learning could be done anywhere if they have gadgets needed. Moreover, they
were able to learn more technological skills via various online platforms and applications. After the pandemic, hybrid learning can be
implemented instead of pure online learning to mold the perspectives of students in learning modalities.
61829

12:55-13:20

Psychometric Properties of MRRF-Academic Resilience Scale (MRRF-ARS): A Multifaceted Measure of
Resilience
Melvin Angeles, Camarines Norte State College, Philippines
Roda Mae Roadel, University of Nueva Caceres, Philippines
Raven Shea, Ateneo de Naga University, Philippines
Marie Pauline Faye Sales, Ateneo de Naga University, Philippines

Resilience views as a multifaceted construct anchored on the strength of the human being to withstand and bounce back despite adversity.
MRRF- Academic Resilience Scale (MRRF-ARS) is a newly developed instrument that will help measure the academic resilience of SeniorHigh School Students. Hence, this paper aims to establish the psychometric properties of the MRRF- Academic Resilience Scale in termsof factor structures, reliability, and validity. The sample consisted of senior high school students (N=340) from different educational
institutions. Preliminaries in test construction were anchored on factors identified based on existing literature. Exploratory factor analysis
was employed to evaluate the factor structure of the initial 108-items of MRRF-ARS. Using Varimax Extraction Method, the initial 108-item
questionnaire was reduced to 68 items with only two factors, while other factors were excluded due to the low commonalities. The factorsthat emerged after the extraction are (1) Positive coping and regulation and; (2) Negative coping and Perception of academics. The result
proved high internal reliability and constructed validity for the final 68 items inventory. It suggests that the MRRF-Academic Resilience
Scale has a good implication in measuring academic resilience and the emerging identified factors represent standard features evident inexisting research investigating resilience. Thus, this research can be used both academic and counseling intervention.
62288

13:20-13:45

Assessing Social Apathy Among Filipino Young Adults: Construction and Validation of the Social Apathy Test
(SOCAP)
Dianne Ricafranca, Ateneo De Naga University, Philippines
Mel Christian Celedonio, Ateneo de Naga University, Philippines
Patricia Estrella, Ateneo de Naga University, Philippines

Filipino young adults are often observed to lack social consciousness or interest of their socio-political environment, thus, being regarded
as socially apathetic. Social apathy refers to the disorientation of the processes of society. It is a cause of insecurity and powerlessness
that lead to the incapacity to build and value social life. To date, there are many tools in the literature used to measure apathy in general,
but not taking into account other specific aspects of it such as social apathy. Therefore, our objective is the construction and validationof a tool for assessing the social apathy of Filipino young adults. We carried out a content validation of the originally 40-item Likert
scale with a panel of licensed psychologists and psychometrician and proceeded to a pilot testing to 320 respondents aged 17 to 26
years old. The tool was reduced into 38 items within two subscales (Political Apathy and Moral Apathy) and were further analyzed
through exploratory factor analysis to test its construct validity, which was found to be statistically significant (p < 0.001). Moreover, all
six components (Interest, Voter, Bystander, Influence, Moral Indifference and Moral Callousness) were found to have good to excellent
reliability. Correlational analysis determined that all the components were found to have a significant relationship with the main constructwhich is Social Apathy. Social Apathy Test (SOCAP) has overall good psychometric qualities and can be used to devise a statistical data
about the levels of social apathy.

Like us on Facebook at www.facebook.com/iaforjapan | ACEID2022 | IAFOR.ORG | 25

14:20-15:35 | Room A

Tuesday Live-Stream Presentation Session 3
Interdisciplinary
Session Chair: Jun Tsukada
62222

14:20-14:45

Parent-Child Dialogic Reading: A Conversation Analytic Case Study
Shin-Ying Huang, National Taiwan University, Taiwan

A large body of work has addressed the positive impact of parent-child interactive reading (also referred to as dialogic reading or sharedreading) for children’s language and literacy development. What has been lacking in research is how interaction takes place in a parentchild read-aloud. How interaction takes place is the domain of conversation analysis (CA), an approach which studies turn-taking in
naturally-occurring conversations for the moment-by-moment organization of interaction as oriented to by the interlocutors. Analysis of
how conversations take place on a turn-by-turn basis from a CA perspective has strong implications for the study of parent-child reading.
Using a CA lens, this presentations centers on a focused analysis of a dialogic read-aloud of one picture book between a mother and her
7-year-old daughter, both of whom are speakers of English as a foreign language. In this particular stretch of dialogue, the discussion
is about the title of the picture book and how it might relate to the cover picture, as the dynamics of the title and cover image eluded thechild in the beginning of the discussion. The analysis highlights the sequential organization of the dialogue, and the findings reveal thatknowledge is co-constructed through dialogue between the two interlocutors. The study argues for the detailed analysis of parent-childreading interaction in order to come to a better understanding of how dialogues can contribute to the construction of meaning (Fecho,2013), particularly as children learn about image-text relations as a part of their expanding literacy practices.
62896

14:45-15:10

The Intersection of Citizenship Education and Media Literacy in Japanese Textbooks
Jun Tsukada, Kanagawa University, Japan

This study examines how media literacy is incorporated in citizenship education in the Japanese context. 13 citizenship education
textbooks, and five media literacy textbooks were examined to address the reciprocity of the two curricula. While both subjects canbe regarded as essential competencies that citizens of a democracy need to acquire in today's mediated environment, it was foundthat the overarching concept, namely democracy, that bridges and intertwines the two fields was almost entirely absent, leaving atheoretical "disconnect" between the two topics. The article concludes by addressing the importance of drawing a "connection" between
the two subjects, especially in the light of the democratising potential of the internet that has yet to be harnessed by citizens of various
democracies.
62216

15:10-15:35

How the Japanese Intelligentsia of the 19th Century Got Educated Based on Books in the Dutch Language(Rangaku)
Masako Nishikawa-Van Eester, Nishogakusha University, Japan

This study intends to rectify the perception that the Shogunate (the Japanese government of the 19th century) mainly received knowhow about medical sciences through their information acquisition via the Dutch presence at Deshima (Nagasaki). Studies of that time,
based on the information acquired from the Dutch are referred to ‘Rangaku’ or Dutch Studies. When discussing ‘Rangaku’, the advanceof western medical sciences immediately come to mind as this is the field that is nowadays remembered best for its big advances atthat time. Based on the inventory of a cache of more than 1,000 books (discovered in 1954) that were purchased by the Shogunate andfollowing up on an earlier study by Nishikawa-Van Eester, this study reports on a simple statistical analysis project that intends to rectify
the perception that medical sciences formed the majority of the transferred know-how. The presentation will discuss in more depth what
the topics were that the Shogunate was interested in learning via the Dutch. We will show examples and descriptive statistics of the topics
that were covered in this cache.

26 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:20-15:35 | Room B

Tuesday Live-Stream Presentation Session 3
Educational Policy, Leadership, Management & Administration
Session Chair: Ganzul Gantuya62536

14:20-14:45

The Expression of the Deputy Principals’ Leadership in Problem-solving and Decision-making
Monika Simkute, Vytautas Magnus University, Lithuania

School’s principals’ competencies, leadership and activities are widely researched topics while deputy principals remain in the shadow.
However, deputy principals play a significant role in a school as they act as an intermediary between principals and other community
members. Their part of the leadership at schools is unknown as well as responsibilities and tasks are unclear. Being accountable toprincipals, they solve problems and take decisions in line with the methods of managing schools applied by principals. The researchaims to highlight the leadership expression of deputy school principals in the school, to reveal the possibilities of combining sharedand distributed leadership and to analyze the application of shared and distributed leadership by deputy school principals building
relationships with members of the school community. The grounded theory method, which was used in research, revealed that in between
community members the most prevalent mode of communication is cooperative while business-like and directive are less frequent. Also,
the decisions are taken by collegial decision-making method, voting or accepting an advantageous option, while opinions are based on
facts and documents. The majority of school deputy principals are supporters of shared leadership, nevertheless when certain situations
appear the distributed leadership is carried out. Finally, most of the time deputy principals have freedom of actions within the limits of
their official functions and responsibilities and tend to create equivalent relationships with other community members. Keywords: Sharedleadership, distributed leadership, deputy principals.
62992

14:45-15:10

Work Motivation and Job Satisfaction of School-Based Finance Staff in the Implementing Unit Schools of
DepEd Division of Quezon
Joji Robedillo, Deped - Division of Quezon, Philippines

Though the function of the Department of Education (DepEd) is to govern the Philippines’ system of basic education, DepEd also has
non-teaching employees aside from the school administrators who provide support services. Apparently, the attention is always on theteaching-related personnel, specifically on the programs on development interventions and relevant trainings. Moved by this contention,
the researcher intended to investigate the level of motivation and job satisfaction of the school-based finance staff of Implementing Unit
Schools (IUs) of DepEd Division of Quezon. Quantitative research method was used in the conduct of this study. The design employed was
descriptive and comparative. In addition, a researcher-made questionnaire was used as the main data gathering tool. The study found outthat the respondents are generally motivated and satisfied and concluded that there is significant difference both in the level of motivationand job satisfaction when the respondents are grouped according to demographics. The study also identified the looming challenges thatthe finance staff were facing in their everyday work. These findings can serve as a basis for solutions in the improvement of the financestaff through a proposed Human Resource Development Plan.
61358

15:10-15:35

Ready or Not? A Critical Policy Analysis on the Implementation of Flexible Learning Policy and Its Effect on
High School Learners
Ester Onag, Adamson University, Philippines
April Suan, Adamson University, Philippines

The Corona Virus Pandemic creates a massive impact on the whole community, including education. So that several educational systems
especially in the Philippines, guarantee that education will not be impeded during the health crisis throughout its region. Flexible learning,
therefore, became a framework of the Philippine government to address the needs of students in education. According to Cassidy et. al(2016) Flexible learning is a pedagogical approach for the adaptability of time, place, and listeners including the utilization of technologies.
Furthermore, it became the strategy of the state, to at least continue the educational term since the government implemented several
days of lockdown to halt the spread of the virus. However, many students, private associations, and academic groups are calling for an
academic freeze, they pointed out that most Filipino families have problems in terms of computer, internet, or gadget accessibility. On
a news article provided by Sunstar last August 12, 2020, DepEd assumed that there will be an increasing number of out of school andperhaps would reach four million number of out of school youth for the year 2020 because of the Pandemic. Therefore, the purpose of thispaper is to critically evaluate the existing policy for flexible education, the teaching strategy of the public school teachers to ensure thelearning outcomes of the students, the procedure of the department of education in preparing the educators and school administrators
upon the implementation of the policy and lastly, is the impact of the policy to the Learners.

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15:45-17:00 | Room A

Tuesday Live-Stream Presentation Session 4
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Matthew Apple62247

15:45-16:10"Like a Hamster on a Spinning Wheel" – University Instructor Reactions to a Year of Teaching Online
Matthew Apple, Ritsumeikan University, Japan
Daniel Mills, Ritsumeikan University, Japan

This study presents interview results from the second part of a sequential exploratory mixed methods study, in which 90 university English
teachers across Japan completed an online survey about technostress, teaching motivation, and online teaching satisfaction after one
semester of Emergency Remote Teaching (Apple & Mills, 2020; in review). Six teachers self-selected for Zoom interviews at the start ofMarch 2021. Both researchers were present, with one researcher asking seven pre-prepared questions and the other taking notes while
also asking follow-up questions. Participants were encouraged to explain as much as possible about their particular teaching situation
as well as to describe in detail the how and why of their teaching lifestyle while reflecting on how their online teaching approach andlesson content delivery had evolved during the course of the 2020-2021 academic year. The interviews were recorded to the cloud by
Zoom for automatic transcription and each researcher wrote an analytic memo which they then compared to reduce individual bias asresearcher-participants. Interview transcriptions were checked for accuracy during video playback and compared to the researcher notes
and analytic memos before beginning further thematic coding analysis. Preliminary results indicate that despite living in different regionsof Japan and coming from diverse backgrounds, participants agreed that universities were woefully underprepared for online teaching
but expressed overall satisfaction in both staff and faculty response, while remaining apprehensive about the upcoming academic year.
Suggestions and recommendations for improving university support for teachers of English in an online setting will be discussed.
62356

16:10-16:35

Outdoor Community Learning: Early Educators' Perceptions on Children's Reactions and Connection to theMore-than-Humans in Urbanized Places
Siew Chin Ng, University of Melbourne, Australia
Nicola Yelland, University of Melbourne, Australia
Jeanne Marie Iorio, University of Melbourne, Australia

Differing opportunities for outdoor teaching and learning for educators and young children exist globally as urbanised countries do
not have accessibility to extensive natural spaces and resources. A rich resource which urbanised landscapes might consider are thecommunity facilities and settings which Chaudhury et al. (2015) described as public open spaces including parks and shopping malls.
These spaces are easily accessible to the public and allow for varied uses for individuals and groups, which can foster the engagementof public and in turn support social connectedness within the community members (Lachowycz & Jones, 2013) including the morethan-humans (Common Worlds Research Collective, 2020) in order to learn to become with the world. These learning opportunities andconnections in the outdoors could be influenced by aspects related to educators’ perceptions (e.g., Ernst, 2014). With a focus on exploring
urbanized landscapes, this qualitative study reports findings based on pedagogical conversations from six early educators of children
in six Kindergarten (five- to six-year-olds) classrooms across four preschools in Singapore. Analyses reveal that educators perceived
children in viewing animals and plants as objects at times. Content analysis is being conducted to illustrate educators’ perceptions onchildren’s interaction with plants and animals in everyday places, including how children reacted to and managed death of pets. The
findings suggest that educator perceived children as viewing themselves as superior to plants and animals in everyday places, which
demonstrate the need for educators to build children’s connections to the more-than-humans.
62446

16:35-17:00

Shared Leadership Education: The Experiences of Music Teachers in a Music SchoolAgnė Daučianskaitė, Vytautas Magnus University, Lithuania
Vilma Žydžiūnaitė, Vytautas Magnus University, Lithuania

In all levels of professional music education – music school, conservatory / art gymnasium, music academy, shared leadership is a newand little researched concept. Most of what is known in music education is that a teacher is the leader of education, whom leads theeducation – prepares a program, writes down tablature, puts together dynamic symbols and cords of the piece, teaches posture andsitting while playing with an instrument, analyses the style and structure of a musical work as well as teaches music to the pupil. Amongst
all else, consults, assists, listens and takes care of the general well-being of learning. However in professional music education of today
while preparing musicians it is a bit different. The teacher is the main person from whom the pupil learns and is like an assistant, theconveyor of knowledge, supporter and leading person towards the end-goal, which is performed by musician in learning and advanced
musician. During the process of learning, he allows the pupil to freely take part, be heard, feel safe, confident, express an opinion, submit
personal proposals for performance in consultation with the teacher. This publication reviews the concept of shared leadership, itsdissemination in the education, the experience of music teachers in shared leadership development. The purpose of this publication is
to find out how shared leadership based education predominates in professional music education in the work and experience of music
school teachers. The results of the qualitative research, conducted by the authors, revealed that the shared leadership in professionalmusic education is comprised of good relationship between the teacher and the pupil, good and favourable learning environment and theteacher’s comprehensive support for the student. The shared leadership education concept is applied in the preparation of professionalmusicians.

28 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:45-16:35 | Room B

Tuesday Live-Stream Presentation Session 4
Higher Education
Session Chair: Chun-min Lin
62240

15:45-16:10

A Study on the Correlation between the Academic Performance of University Nursing Students and Their
Learning Performance in High Schools
Chun-min Lin, Tzu Chi University of Science and Technology, Taiwan
Yuh-Jen Wu, Tzu Chi University, Taiwan
Bagas Pramana Putra Fadhila, Tzu Chi University of Science and Technology, Taiwan

Nursing departments across universities in Taiwan recruit students from various high school. These students have different learning
performances for different disciplines in high school period. By finding out which type of students are apt to study nursing based on
their high school academic performance, it may provide references for the student admission process. Academic results of 266 nursing
students from a university of science and technology in eastern Taiwan have been obtained, along with their academic results duringhigh school. The grades are first standardized to provide a uniform basis for comparison. All high school subjects are divided into sevencategories which are Chinese, English, mathematics, natural science, social science, information technology (IT), and physical education.
Then the scores are classified into each category and averaged to obtain standardized average scores. The high school academic result ofeach category is compared with current university academic results. Then, the 266 students are divided into a higher-performance group(GH) and a lower-performance group (GL) according to their university academic performance, with 133 students in each group. The
paired sample t-test was used to analyze their differences. The results showed that those students who have higher scores in IT courses
perform significantly better in the university. This may imply that the abilities related to the IT discipline facilitate students’ learning in their
nursing profession and hence have great importance to their study.
62119

16:10-16:35

Exploring Literacy Poverty and Sustainability in Higher Education Through Teaching and Learning
Parin Somani, Independent Scholar, United Kingdom

A vital contributing factor to sustainability is higher education institutions as they shape individuals into good citizens and future leadersof a nation. It is through educated initiatives that the United Nations (UN) Sustainable Development Goals (SDGs) can be achieved because
higher education institutions facilitate the creation of focused approaches to execute SDG objectives. This paper aims to explore howhigher education institutions impact sustainability and overcome challenges associated with literacy poverty. A framework is devised
to facilitate sustainability through teaching and learning in higher education institutions. A systematic literature review of publishedand grey literature sources is used within this study. Result have identified that higher education institutions contribute immensely to
SDGs one, three, five, eight, twelve, thirteen and sixteen. Individuals residing in developing countries and rural areas with limited or nointernet connectivity, hardware or software are deprived of maximum educational opportunities creating an impact on literacy rates, futuresustainability, employment opportunities and prosperity, affecting quality of life. For sustainable societal change to occur, specializedteaching pedagogies need to be devised to enhance communication between educators and learners breaking social stigmas. This will
increase learning interest amongst students, relatable content focusing on SDGs, integrating cultures and promoting diversity will ensure
a rise in literacy rates and sustainability. There is a need for educational institutions to collaborate with governing bodies, stakeholders,and communities to ensure success in this endeavor.

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Notes30 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Wednesday,
March 23
Parallel Sessions
All times are in Japan Standard Time (UTC+9)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

Like us on Facebook at www.facebook.com/iaforjapan | ACEID2022 | IAFOR.ORG | 31

Critical Open Discussion Session: Deane Neubauer

Higher Education Across the Globe
Wednesday, March 23 | 10:00-12:30 | Japan Standard Time (UTC+9)

The varied impacts of the global COVID pandemic, stretching now into its third year, have and are
affecting higher education throughout the world. In this session, delegates will be invited to discussthese changes that are impacting higher education throughout the world, drawing from their own
experience and contexts, with the goal of initiating discourse on the extent and overall impact ofthese changes.
Following the keynote and plenary panel (see page 16 for more details), this session at ACEID2022
is an occasion to invite delegates to participate in a critical discussion about how the main macro
forces at play in today’s world are confronting each other within higher education settings acrossthe globe and to speculate on which changes that may emerge from this confluence of forces may
prove to be enduring.
The plenary sessions brought together some recent speculations on transformations that may
occur as a result of the pandemic and/or the rapid progressions of artificial intelligence within theenvironment that it has created. Having created a generalized context by doing so, our further intention
through this critical open discussion of these continually emergent transformative dynamics in thehope of generating new insights into the overall phenomena, and create new dimensions for further
research.

Some Aspects for Reflection
•
•
•
•
•
•
•
•

The rapid decline of marginal institutions
The continued decline of higher education enrollment
Impacts on international students mobility including growing mobility
Reconsiderations of and shift away from academic tenure
Increased use of contract faculty
Increase use of distance education
Growing emphasis on non-degree education and training
Increased student dependence on social media

Professor Neubauer's biography is provided on page 17.

32 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations(Posters)
Read Virtual Poster Presentations on the following webpage:

aceid.iafor.org/aceid2022-virtual-presentations
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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aceid.iafor.org/aceid2022-virtual-presentations

Virtual Presentations (Poster)
62806

The Potential of Self-Assessment Rubrics as a Self-Assessment Tool: The Effects of Reflection by Employing
an Individual Report
Misa Otsuka, Jissen Women's Junior College, Japan
Kaoru Mita, Jissen Women's Junior College, Japan

In recent years, the importance of developing students to become self-regulated learners has been highlighted. As part of a joint research
project, the authors introduced a rubric-based self-assessment activity, which compares the level of achievement at the beginning andend of a semester, in an endeavor to enhance students and teachers’ efforts. Although the results revealed that students’ awareness ofachievement targets at the beginning of a semester were effective, the following challenge involved improving learning effectivenessbeyond individual differences in students’ behavior. The purpose of this study was to improve the rubric’s accuracy and develop an
effective method of reflection that can enhance learning effectiveness, regardless of students’ individual differences. In 2019, we devised
an individual report portraying each individual’s degree of growth and conducted self-evaluation activities at short intervals, including the
beginning, middle, and end of the semester. Moreover, we deduced that detailed feedback from teachers was effective, which was evident
from the open-ended statements and results of the students’ questionnaire. These results revealed that reflection activities during shortintervals are effective in providing students with concrete opportunities to develop and undertake steps toward becoming better selfregulated learners. Furthermore, the importance of reaffirming the teacher’s role as a facilitator, not just a disseminator of knowledge,
was demonstrated.
62382

Extramural Music and Athletic Activities: Impact on Scholastic Performance Trajectories
Yu-mei Huang, Texas A & M International University, United States

In this study, evidence-based scientific information is provided about the impact of extramural music (EMA; number of hours/week
spent in music extramurally), and extramural sport activities (ESA; number of hours/week spent in sports extramurally) on 1st to 5th
graders’ scholastic performance in Math and Science. This was done by parametrically estimating the impact of EMA and ESA: [1] on
six assessment periods, and [2] on performance trajectories over 36 weeks (1 assessment period = 6 weeks). On a per assessment
period analysis, multiple linear regression analysis was employed; for the 36-week trend analysis, a multilevel level model of change
was performed. On a per assessment period analysis, the impact of mothers’ education (with vs. without graduate degree), and numberof hours spent in music had the greatest impact on math and science grades. In terms of performance trajectories, mothers’ education
showed the most impact on initial performance.
62724

A Study of Electroencephalography (EEG) and Lego Wedo 2.0 on the Attention of First Grade Special Needs
Students
Fu-Yuan Chiu, National Tsing Hua University, Taiwan
Szu-Min Chiu, National Tsing Hua University, Taiwan

The purpose of the study was to assess the attention of first-grade special needs students by using EEG and Lego Wedo 2.0. The researchsubjects are 3 special needs students of the first-grade resource class in an elementary school. There were ASD student, learning disability
student, and ADHD student. The researcher used the EEG system to uniformly collect the data of attention when these 3 students wereclassified LEGO Wedo 2.0. The research results are shown as the followings:
1. These 3 students classified LEGO Wedo 2.0 have attention eSense index of 67, it is slightly higher than the normal level. According totheir high score group of attention, they have no significant difference.
2. These 3 students classified LEGO Wedo 2.0 have mediation eSense index of 67, it is slightly higher than the normal level. According totheir high score group of mediation, ADHD student with a high level of mediation ability accounted for up to 2 to 3 times that of students
with ASD and learning disabilities.
3. Students of different obstacle types have different flow experience (high attention and mediation ). ASD student have most times of flow
experience during the intervention period, student with learning disabilities hava most times of flow experience during the maintenanceperiod, ADHD student hava most times of flow experience during the baseline period.
62223

Student Loan Repayment in Japan

Shuai Wang, The University of Tokyo, Japan
Student loans are an important educational policy to promote higher education opportunities for students with financial difficulties, andthe number of borrowers is increasing every year. In Japan, one in three students used student loans to attend university. However, it is
not always clear how the student loans are repaid after students graduate from university and how they have contributed to the borrowers’
careers and lives. This study aims to understand the actual student loan repayment situation and examines whether differences inawareness and information gathering about student loans at the time of application make a difference in the repayment. The analysis
used data from the “Survey on the Attributes of Student Loan Recipients,” which was responded to by people who repaid their student
loans and delinquent borrowers. The results show that the higher the individual’s motivation for using the student loan and involvement in
the preparation of the application documents, the earlier the time of recognition of the student loan repayment. In addition, the higher theparticipation in preparing the application documents, the more smoothly the student loan is returned. For those who are delinquent, thestudent loan provides them with the opportunity to go on to higher education, but it does not enhance their learning expenses or reduce
their need for a part-time job while in university.

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Virtual Presentations (Poster)
62991

Improving English Communication Skills Through Tour-Guide Experience
Mikako Nobuhara, Tokyo Metropolitan College of Industrial Technology, JapanThe author held an event for Japanese junior high school students to foster English communication skill through tour-guide experiencein English. Tokimeki Science financially supported the project, which was adapted for KAKENHI, i.e., Grants-in-Aid for Scientific Research.
Fourteen junior high students participated for a day. The agenda included attending English class in the author’s college, moving to
Asakusa by subways, and serving as tour guides in Asakusa for assistant native and nonnative English-speaking graduate students froma national university in the Kantō area. They walked around Sensō-ji Temple together, and the junior high students introduced sightseeing
spots and explained Japanese cultures. In addition, six Japanese college students accompanied as assistants and helped participants
with the tour-guide task throughout the day. Results of a questionnaire conducted after the event showed clearly that the activity waschallenging, and the junior high students learned a great deal through it. Moreover, the college student assistants also showed that they
had a good time supporting younger students as seniors and English learners. In conclusion, it is necessary for EFL learners to have morechances for speaking English outside classrooms to nurture the English skills of future leaders.
62652

The Exploration of Primary School Teachers’ Self-expectation Under the 5+2 Education Model – Take Nan’an
City as an Example
Fang Chun Sung, Nanning Normal University, China

RuSong You, Nanning Normal University, China China is implementing a series of "Further Reduce the Burden of Homework and AfterSchool Tutoring on Students in Compulsory Education" ("Double Reduction") policy, the aim of the double reduction policy is to ensure
the quality of students’ learning and to require schools to improve after-school services to reduce the burden on families. This researchmainly uses the method of questionnaire surveys to explore the 5+2 education model of primary school teachers in Nan'an City, Quanzhou
City, Eastern Fujian Province (5+2 education model, that is, after-school service is carried out 5 days a week, and the time of after-school
service is not less than 2 hours a day). The results show that the work and rest adjustment of primary school teachers can affect theirself-expectation under the 5+2 education model, which affects their coordination with policies. Through the survey results, this paper
puts forward targeted solutions in order to improve teachers' cooperation with the new policy, guide teachers to focus on education andimprove teaching quality.
62733

An Action Research on Gamified Content and Language Integrated Learning in Technological and Vocational
Education in Taiwan
Chi-hua Wu, Southern Taiwan University of Science and Technology, Taiwan
Tzu-Han Kao, Southern Taiwan University of Science and Technology, Taiwan

Students’ lack of learning motivation towards academic subjects has been a long-term issue in Technological and Vocational Education(TVE) in Taiwan, and English as a Foreign Language (EFL) is probably one of most affected subjects amongst which. Underlying reasons
includes low economic and/or socio-cultural capital, over-emphasize on academics over practice in traditional value, and course
arrangement that poorly respond to individual differences. Meanwhile, widely considered educational gamification provides potential
remedy; particularly, tangible games, generally with lower development cost comparing to digital ones, is expectable. In this study,
action research is adopted to investigate the potential of combining tangible game with learning activities under Taiwanese TVE context.
Primarily, the popular boardgame of Citadels is chosen for its capacity of containing large quantity of vocabularies; with story andnarrative replaced and adjusted to fit class context, it is applied to the “English in Design Profession” course conducted in 2020/21 and2021/22. In the first round, students’ participating motivation are surveyed (80 respondents, 25% effective response rate); as a result,
70% students remembered and is interested in participating in the gamified learning activity repeatedly, yet mostly not autonomously
outside of class. In the second round, students voluntarily take pre- and post-test results regarding given vocabularies; their progress
are assessed via comparison. After evicting the outlier (78 students, 55.1% effective response rate), 65.1% of student demonstrated a
progress of 5% or more, and 46.5% of students demonstrated a progress of 20% or more. The result is potentially meaningful and further
quantitative analysis is anticipated.

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Notes36 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations(Pre-Recorded)
Watch pre-recorded Virtual Presentations on the following webpage:

aceid.iafor.org/aceid2022-virtual-presentations
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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aceid.iafor.org/aceid2022-virtual-presentations

Virtual Presentations (Pre-Recorded)
Counselling, Guidance & Adjustment in Education
62479

In-depth Inquiry on the Reasons of Students’ Failures and Their Coping Mechanism
Sabrina Albarina Ramos, University of Baguio, Philippines
Shaira Jane Salingbay, University of Baguio, Philippines

Academic failure is dreadful but is a situation that is experienced by some students in the University. This study made use of qualitative
method of research focusing on investigating the reasons why the participants experienced academic failures in 50% or more of theirsubjects, enough for them to be under Contract of Agreement (COA) and on how they cope with academic failures. Ten (10) participants
under the Contract of Agreement (COA) Program of the University were interviewed personally and virtually. Attitudes (laziness), computer
gaming addiction, work, people, and personal issues were the primary reasons of academic failures. All seven participants also had
different coping mechanisms; namely, diversion, redirection, and inspiration. Among the reasons, external factors were evident whileamong the coping mechanisms, those that would bring positive results were apparent. The results show that when it comes to academic
failures, students are more vulnerable to external factors and that despite their failure, they still would like to go back on track.
62175

Novel Approaches to Developing Student Resilience and Wellbeing in School Settings: Martial Arts andCooperative Electronic Gaming
Brian Moore, Charles Sturt University, Australia

Psychological wellbeing and mental health are increasingly recognised as essential for individual health and community productivity(World Health Organisation [WHO], 2021). However, the costs associated with mental health are staggering. The WHO (2016) estimatedthe annual global economic cost of issues related to mental health is $2.5 trillion (USD) and projects these costs to increase 240%
from 2016 to 2030. In Australia, an estimated one in seven (or 560,000) Australian youth experience mental health disorders (Australian
Medical Association, 2018). Given the importance of early intervention to minimise the effects of mental illness across the lifespan(Australian Government Department of Health, 2011), it is concerning that only 30% of Australian youth and adolescents report using
mental health services (Islam et al., 2020). It has been proposed that this might be addressed using school systems, which provide a“natural and accessible” way to address the mental health issues of youth and adolescents (Werner-Seidler et al., 2017, p. 32). This
presentation considers two novel approaches for increasing student engagement with mental health services in school: (1) a martialarts-based psychosocial intervention, and (2) the use of cooperative electronic gaming. The former approach was assessed using arandomised controlled trial of 283 secondary-school participants. Results indicated the experimental conditions’ levels of resilience
improved. The latter approach is currently being piloted as an intervention with primary-school participants. Novel approaches canimprove psychological strengths, providing "real and compelling" (Sherif, 1956, p. 58) interventions that may facilitate student uptake ofmental health services in schools.
62639

Odd Self-efficacy Test: Academic Self-efficacy Among College Students
Odette Esteve, Universided de Sta Isabel, Philippines
Deborah Relucio, Tanchuling College, Philippines
Dorothy Kay Clay, Independent Scholar, Philippines

It has long been considered that persons with a high level of self-efficacy can tackle even the most difficult tasks. As a result, theharder the activity, the more self-confidence and self-control they have, and the more successful they will be. The ODD Self-Efficacy
Test is a 100-item survey designed to test college students' self-efficacy. With a 4-point Likert scale, this test has three subscales: time
management, efficiency/productivity, and disposition. These subscales are concerned with how students respond to difficult academic
settings, such as school pressures and the stresses of all study-related activities. Furthermore, this was pilot tested among 360 college
students from chosen universities in Camarines Sur and Albay, and content validated by three psychology professionals. The test's
factor structure was analyzed using confirmatory factor analysis, resulting in a questionnaire that was reduced from a 100-item to a
48-item questionnaire with nine components. When the final 48 items were tested for internal consistency using Cronbach's Alpha, it
was established that components’ Time Management, Efficiency, Drive, Consistency, Productivity, and Confidence had adequate to good
reliability. While Optimism, Disposition, and Prudence, on the other hand, may have limited applicability, but they are not reasons to discard
the test based solely on its size or reliability coefficient. Disposition has the lowest reliability (N = 3; =.483), whereas Time Management
has the highest reliability (N = 12; =.83). This means that individual differences in test scores are due to "real" differences in the attributes
under examination, with chance errors accounting for the remainder.

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Virtual Presentations (Pre-Recorded)
Design, Implementation & Assessment of Innovative Technologies in Education
62901

Online Learning Design and Policies on Education in Indonesia During COVID-19 Pandemic
Lanasari Tan, National Chengchi University, Taiwan

The Covid-19 pandemic impacts each sector of life around the world, including the education sector, namely changes in the implementationof education. The impact is related to the nationwide implementation of learning carried out online/remotely. This study intends to describe
Indonesia's online learning design, platform, and policies during the COVID-19 pandemic, especially for primary and secondary education.
This study shows that the Covid-19 pandemic in Indonesia requires the Ministry of Education and Culture to implement policies in theform of Circular Letter and Joint Decree with other ministries so that the face-to-face teaching and learning process is transformed
to online/distance learning models (Pembelajaran Daring). Since it's a nationwide education transformation, naturally, obstacles were
emerging. Thus, educational policies and online learning design initiatives are implemented to facilitate the teaching and learning processamid the pandemic. In addition, the implemented policies and initiatives also bring out positive impacts on education in Indonesia.

Education and Development: Local & Global/Domestic & International
61851

Involvement of Related Populations in Tourism Community Development: DMOs in the World Heritage Horyuji District
Hiroki Tahara, Meisei University, Japan

Introduction: This paper aims to focus on related population, recently the object of expectation with regard to a new regional revitalization
policy in Japan, and to elucidate its actual activities.
Related population, a concept newly established in 2016, does not yet have an organized definition or categorization. Therefore, this study
begins by redefining and categorizing related population—currently subject to diverse interpretations—as a precondition to the research
objective of clarifying its actual activities.
Methods: A case study is addressed in the form of Destination Marketing/Management Organizations (DMOs) promoting tourism
community development in the World Heritage Horyuji district.
The data collected included results of interviews held via an online remote conference system in March 2021, as well as two semistructured interviews conducted on site in July 2021. The analysis used Otani’s The analysis uses Tahara’s [2021] framework, integrating
the service ecosystem of Vargo and Lusch [2014] and the knowledge creation cycle of Nonaka et al. [1995, 1998].
Result: Through this case, the study elucidates the transformation of "related population in the region", conventionally lacking motivation forcommunity development, into "active related population". Specifically, the analysis adopts three perspectives: motivation for participation
in tourism community development, actual status of knowledge creation within the region, and transfer of knowledge acquired throughactivities.
Discussion: Japan’s declining birth rate and aging society have led to a notable drop in population and its concentration in urban areas,
the shift in population policy from the conventional “quantity” to "quality" represented by related population can help resolve the shortageof regional leaders in Japan. Related population within the region, as addressed in this study, may serve as a policy to propose new models
for region-led practices, reversing the conventional concept of bringing people in from outside.

Foreign Languages Education & Applied Linguistics
61676

The Relationship Between Phonological Awareness in Japanese Language and English Learning Experience
Mika Igarashi, Toyo Eiwa University, Japan
Yuki Kitano, Satsuki Gakuen, Japan

Many previous studies have reported that experiences of learning a second language promote a learner’s development of phonologicalawareness of the second language. However, there have been still few papers discussing the impact of second language learning on
phonological awareness in the native language. Therefore, this paper attempts to examine whether there is a difference in phonologicalawareness of the native language between native speakers of Japanese who have studied English and those who have not. Participants
were 80 Japanese third graders of an elementary school. The number of valid samples was 74. They had just started learning English inschool in the year when the present survey was conducted. They responded to a questionnaire concerning whether or not they had everstudied English outside of school, and they also completed a Japanese phonological awareness test. The participants were divided into
two groups according to their English learning experience. The results of the group comparison showed that there was no difference
between the groups in the mean score of the Japanese phonological awareness test, but there was a significant difference between
the groups in the variance of the test score. The findings suggest two things. First, the experience of learning a foreign language maytransform the phonological awareness of the native language. Second, teaching a foreign language may help to diminish the gap inphonological awareness of the native language among students, that is, it can help to support the native language learning of poorly
performing students.

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Virtual Presentations (Pre-Recorded)
Higher Education
62660

Interest and Awareness of Japanese University Students Regarding Computer Programming
Harumi Kashiwagi, Kobe University, JapanMin Kang, Kobe University, Japan
Kazuhiro Ohtsuki, Kobe University, Japan

Developing personal computer programming skills is essential. However, the students’ levels of readiness to learn programming aredifferent. This study investigates the interest and awareness regarding computer programming among Japanese university students.
A questionnaire study using a five-point Likert Scale was conducted for 90 students from three classes: one in science and two inhumanities. The findings suggest the following: (1) Regarding the requirement for programming skills in their future career plans, theaverage scores for all three classes were four or higher out of five. There were no statistical differences between these classes. It issuggested that students in both humanities and science believe that programming skills are extremely valuable for their future careers. (2)Regarding interest in computer programming, the average scores for the three classes were approximately three. There were no statisticaldifferences between students in science and humanities. Notably, only 52% in the science class showed positive responses to theinterest in computer programming, which was lower than expected. These results suggest the importance of motivating both science andhumanities students when considering a computer programming course. (3) Experience with computer software may slightly influenceinterest in computer programming. According to the preliminary indicators of this study, students are fully aware of the importance ofprogramming skills, regardless of whether they study science or humanities. It is expected that focusing on designing a program that
motivates students based on their majors will increase their willingness to learn programming.

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
62796

Interdisciplinary Skills Delivering Innovative Learning and Teaching Practices in Illnesses of Unknown Origin
Sonya Marshall-Gradisnik, Griffith University, Australia
Etianne Martini Sasso, Griffith University, Australia
Natalie Eaton-Fitch, Griffith University, Australia
Katsuhiko Muraki, Aichi-Gakuin University, Japan

Illnesses of unknown origin (IUO) receive little attention in medical education programmes and are therefore disadvantaged in researchfunding and lack of learning distorts perceptions of IUO in both society and medical communities. We aimed to acquire knowledge in orderto teach methods to support the medical and patient communities to resolve these distorted perceptions. Using the example of Myalgic
Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS), recent discoveries have demonstrated multiple components of aetiology andpathogenesis of illness. These discoveries were made possible through implementing innovative and novel approaches using magnetic
resonance imaging (MRI), flow cytometry and electrophysiology. The resultant emerging role of immune dysregulation, ion channel
dysfunction and changes in brain MRI provides data to communicate with medical communities and society. Through the approachof peer reviewed outputs in high impact factor journals, this provides an opportunity to increase learning and education. An integrative
strategy of research, innovation and discovery implements a framework to guide national and international development strategies in
education and learning in IUO. In turn, this approach may resolve negative attitudes, support growth of knowledge and education. By
focusing efforts on education and learning of IUO, this will elucidate burden of illness, outline clinical and research priorities and lead to
improved recognition and care for patients.

International Education
61773

Examining Chinese Students’ Motivations for Overseas Education and the Implications of the Study Abroad
Experiences on Their Transitions to Adulthood
Chang Liu, University of Cambridge, United Kingdom

Studying overseas is a popular option for many young individuals to undertake as part of their educational journey. Since China has
emerged as the world's largest source of international students, Chinese students' motives of pursuing foreign education have gained
remarkable scholarly attention. As the cross-border sojourn often occurs in the youthful period of one's life course, the implications of
this journey on Chinese youths' transitions to adulthood have also been of interest to recent research. Situated in international educationand youth studies, this paper discusses the motivations behind Chinese students' decisions to study abroad and how this internationalsojourn shapes their transitions to adulthood. Through literature review, this paper found that the target group’s study-abroad decision
making is influenced by various macro-level drivers, including globalisation, neoliberalism, and China’s domestic conditions. From a
micro-level perspective, this paper identified that studying overseas is not only a sought-after route to overcome individual academic
failures and systemic deficits, but also to accrue valuable resources and satisfy the desires to explore the world. Moreover, this paper
noticed that regarding their transitions to adulthood, Chinese youths’ study-abroad experiences are fraught with struggles, tensions, andcomplexities. Specifically, the overseas journeys can both accelerate and delay their adolescence-adulthood pathways in the aspects ofphysical freedom, self-responsibility, economic independence, as well as marriage. Broadly, this paper offers practical implications on
international student recruitment in higher education. It also serves as a basis for future research on international education and youth
studies to explore diverse study-abroad destinations and experiences.

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Virtual Presentations (Pre-Recorded)
62562

I (Eye) to I (Eye): Canada’s 2I’s, Reconciling International Student Migration and Indigenous Peoples
Sabreena MacElheron, Lakehead University, Canada

The Canadian higher education institutional landscape has assumed a primary pathway for international student economic migrationand now finds itself at the nexus of reconciliation between international students and Indigenous peoples. This session unpacks aliterature review that reveals gaps that exist in the examination of Canadian higher educations’ role including the international education
department’s role in building bridges of understanding and respectful relationships between international and Indigenous students within
Canadian higher education. As this literature review will reveal, there has been no evidenced examination into how international students
come to learn about Indigenous peoples pre-and-post arrival to Canada and builds the case for research to be undertaken on whether
pre-and-post arrival discriminatory or hidden bias exists as part of international cultural transitioning in relations to Indigenous Peoples.
Community engagement with Mentimeter for audience polling and discussion with a virtual fire stick. With 2.1 million international
students studying in Canada in 2020, and 1.3 million domestic students (most Indigenous), we have reached a tipping point in higher
education that has serious ramifications moving forward for Indigenous Peoples. This session will focus on the research that is needed
and pivotal to the realization of the Truth and Reconciliation (2015) Calls to Action #94, which has changed the Canadian citizenship oathfor new immigrants to "recognize and affirm the Aboriginal and treaty rights of First Nations, Inuit, and Metis Peoples [to] fulfill [their]
duties as a Canadian citizen" (IRCC 2020).

Language Development & Literacy
61512

A Child’s Meaning-Making during COVID-19
Laura Brass, University of British Columbia, Canada

Situated in a bounded socio-geographical context (i.e., Vancouver, Canada), this ethnographic individual case study provides an in-depth
analysis of a bilingual young girl’s home literacy practices of meaning-making established across semiotic modes (i.e., linguistic, visual,audio, spatial, embodied, kinesthetic) during the COVID-19 pandemic. Framed within multimodality as its main theoretical perspective
and drawing and play as semiotic modes, this study aligns with research that integrates child literacy within semiotics and ethnography.
The participant—an 8-year-old grade four Canadian-Haitian girl—identifies English as her first and French as her second language. The
project unfolded over a two-month period (between February and March 2021) and consisted of 13 open-ended informal interviews andthree sessions of imaginative play. Inductive coding and In Vivo codes were used for the thematic analysis of the 16 participant-generated
artifacts (e.g., written texts, drawings, cartoons, books, toys, objects, art, photographs). The findings revealed two interrelated themes:
drawing as collective meaning-making and play as embodied anthropomorphic meaning-making. Through drawing, the child mademeaning collectively by establishing a zone of proximal development that allowed for situated learning as a means of communication.
The participant displayed an anthropomorphic stance by talking with her toys as if they were animated beings. Her doll and stuffed animal
acted as avatars for herself, pets, and siblings, as well as resources used to mediate interactions with the mother. The findings show how
the child’s interactions with humans and non-/other-than-humans contributed to her multimodal meaning-making during COVID-19,
which might be beneficial for children in different contexts.

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Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
61293

Do Psychology Students Enjoy Lectures in Class? Relationship with Basic Psychological Needs Satisfaction(Competence, Relatedness, and Autonomy)
Hermin Nurbaity Asri, Universitas Airlangga, Indonesia
Iwan Wahyu Widayat, Universitas Airlangga, Indonesia

This study aims to determine the relationship between basic psychological needs satisfaction with flow in the academic in college
students. Basic psychological needs consist of 3 basic needs, competence, relatedness, and autonomy. Data was conducted on active
students of the Faculty of Psychology, Universitas Airlangga in the class of 2015 until 2018 (n=292) by purposive sampling technique.
Data analysis was using Spearman's rho correlation technique with SPSS 22 for Windows. Significance value of the relationship between
satisfaction of competence with flow in the academic was 0,000 (p <0.05) with a correlation coefficient of 0.480. Significance value ofthe relationship between satisfaction of relatedness with flow in the academic is 0,000 (p <0.05) with a correlation coefficient of 0.310.
Significance value of the relationship between satisfaction of autonomy and flow in the academic is 0,000 (p <0.05) with a correlation
coefficient of 0.416. This result shows significant relationship between satisfactions of the three basic psychological needs with flow in
the academic on college students. The relationship between variables are positive, meaning that higher satisfaction of the three basic
psychological needs in the class, will be followed by the higher flow experienced on college students in the class.
62476

Exploration of Students’ Learning Experiences in a Course Developed With TPACK and Design Thinking
Meng-Fang Tsai, National Pingtung University of Science and Technology, Taiwan
Yang-Hsueh Chen, National Chengchi University, Taiwan

In recent years, scholars have placed more emphasis on teachers’ technological pedagogical and content knowledge (TPACK) and Design
Thinking (DT) abilities in order to promote students’ learning experiences. Accordingly, this mix-method research aims to: (1) develop
the Integration of Technology into Design Thinking Questionnaire (ITDTQ) and (2) explore the instructor’s TPACK and students’ learning
experiences in the "Group Dynamics" course (N=41) developed with TPACK and five-stages of DT. Quantitative data included ITDTQ and
Design Thinking Questionnaire (DTQ) developed from a prior study. Qualitative data contained students’ interviews and self-reflections
and the instructor’s teaching logs and interview. The factor and item analyses concluded the final 10-item ITDTQ with two factors: "Useof Technology for Evaluation and Application" (UTEA, four items, α=.85) and "Integrative Learning Experience of Using Technology" (ILEUT,
six items, α=.90). The four factors of DTQ (i.e., interactive communication, higher-order thinking, goal evaluation and application, andintegrative learning experience) and two factors of ITDTQ showed significant positive correlations. The qualitative results indicated thatthe instructor needed further development in practicing content knowledge (CK), pedagogical content knowledge (PCK), and technologicalcontent knowledge (TCK) in leading Design Thinking activities. Students were able to apply the content learned from the course when
doing activities in their group. The students demonstrated that 3D printing was an effective technology tool to practice Ideate andPrototype of Design Thinking; however, the use of 3D printing to concretize their creative solutions was challenging. Implications will be
discussed upon conference presentation.
62220

Parental Support, Cooperative Learning, and Peer Awareness in Students’ Exposure to School Bullying:
Predicting Bullying in China
Yiying Teng, Chapman University, United States
Ying Zhu, Chapman University, United States

School bullying negatively affects adolescents at both cognitive and psychological levels. In China, a relatively high prevalence of school
bullying has been observed with researchers and educators beginning to identify bullying-related factors in order to foster a healthyschool environment. However, parental support, cooperative learning, and peer awareness as forms of intervention support, are still
under-researched predictors when portrayed holistically for bullying prevention and control. This study aims to explore how the three
forementioned forms of intervention support affect Chinese students’ indirect, psychological, and physical exposure to and their overall
experience with school bullying using data from the 2018 Program for International Student Assessment (PISA). Utilizing binary logistic
regression analyses while controlling for demographics and ability, this research confirms previous literature that boys are nearly twice
more likely to be exposed to bullying than girls while students repeating grades experience bullying at a relatively high rate. The study
also indicates that both parental support and cooperative learning are effective intervention factors for lowering bullying frequency.
Simultaneously, peer awareness augments students’ reporting of bullying involvement. The integration of different mediating factors inthis study depicts a clear picture for Chinese educational practitioners to take action to minimize bullying involvement in the pre-pandemicera, providing patterns of intervention measures to achieve equity and inclusivity for all schoolchildren during and after COVID-19.

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Virtual Presentations (Pre-Recorded)
Mind, Brain & Psychology
62503

What It Means to Be a Great Teacher? The Life Experience of University Students in Thailand
Pataraporn Sangkapreecha, Bangkok University, Thailand

Educational research on teacher-student relationships recognizes their impact on students. However, it typically emphasizes on physicaloutcomes, such as students’ learning achievement, with less attention to psychological ones, such as students’ feelings. While everyone
acknowledges the significance of the professional teacher, little acknowledgment of caring and loving teacher as an issue exists in themeaning of a great teacher. Employing a qualitative-interpretative analysis with university students in Thailand, this research paper
presents the student narratives and stories which describe the meaning of a great teacher in practice and argues for recognition of what
it means to be a great teacher from the perspective of Thai culture. Furthermore, the student’s narratives describe what they relational
experience from teaching, caring, loving, and being in a relationship with their teacher and how this meaningful relationship affects andalters their own lives.

Primary & Secondary Education
61123

Supporting Out-of-School Literacy Experiences
Jill Tussey, Buena Vista University, United States
Leslie Haas, Xavier University of Louisiana, United States

Educators are aware of the importance of extending the learning environment beyond the classroom. When parents, guardians, andfamilies are involved in the learning process, students have additional support and can make greater academic gains. Learning Liftoff(2015) states "recent research on the best practices in education suggests that parental involvement, not income or social status, is themost accurate predictor of scholastic achievement" (para. 1). However, many adults are unaware of how to engage children in learning
activities. Games and activities that allow the whole family to participate provide a structure to support learning. Readers Theaters canbe performed and recorded, then shared with the teacher. In addition to the academic benefits, family learning activities naturally provide
opportunities for meaningful discussions and cooperative learning. Opportunities to strengthen the family bond can benefit from the outof-school activities. As the world experienced a global pandemic, families were faced with many new and unusual challenges. Literacy
activities and games can be tied to social-emotional themes and books for the whole family. Participants will gain additional information
about the importance of out-of-school literacy, sample activities to share with families, and methods to increase pieces of literature in thehome. Multiple books with accompanying activities will be provided during the presentation. Games that can be played at home will beoutlined as well. Presenters will also share personal experiences on how to increase out-of-school learning opportunities.
62194

The Mediating Role of Primary School Environmental Education in Promoting Children’s Pro-environmental
Behavior: A Game Format Experiment
Peggy Ng, The Hong Kong Polytechnic University, Hong Kong
Cherry Cheung, The Hong Kong Polytechnic University, Hong Kong

Enhancing children’s pro-environmental behavior (PEB) is crucial for a more sustainable future. To overcome environmental problems, themost effective and direct approach is designing an adequate environmental education system, pinpointing pro-environmental awareness,
intention, and behaviors. Many research studies have discussed to raise environmental awareness and knowledge of primary school
students, but little research consider the direct impact of the environmental attitude on pro-environmental behavior. The present study
aims to apply the Theory of Planned Behavior (TPB) to examine the mediating role of school environmental education in encouraging
children’s pro-environmental intention and behavior. Primary school students (n=103) were recruited from a local government-fundedprimary school in Hong Kong. The present study adapted a game format with set of tools and data was analyzed using SmartPLS3.0.
The present study provided empirical support that environmental education in primary school mediates the relationship between proenvironmental attitude and pro-environmental intention. Thus, the importance of the mediator role of school environmental education
is important in increasing pro-environmental intention. Theoretically, the results contributed to TPB application by highlighting primary
students with pro-environmental attitude were more likely to induce pro-environmental intention with environmental education and viceversa. Practically, primary school teachers should teach more contents about environmental knowledge (e.g., diversity of life, ecology, andhabitats) in General Studies. To conclude, school environmental education is crucial in promoting children’s pro-environmental behavior.

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aceid.iafor.org/aceid2022-virtual-presentations

Virtual Presentations (Pre-Recorded)
Teaching Experiences, Pedagogy, Practice & Praxis
62010

An Explanatory Case Study on the Incorporation of Education for Sustainable Development Into
Formal Education in Japan
Aric Denfield, Nichidai Sakuragaoka High School, Japan

Education for Sustainable Development (ESD) is vital to create sustainable societies. Successive Japanese governments have advocated theincorporation of ESD into its education system. This paper investigates teachers’ understandings of Sustainable Development (SD) and ESD
and the extent to which ESD has been incorporated into lessons. To address this question, an explanatory case study in a private senior highschool was conducted. Data collection involved a literature review, looking at international iterations of ESD and its interpretation by relevantJapanese ministries; an interview with the school’s curriculum coordinator; and the collection of quantitative data. The instrument was
designed by the author. The results indicate teachers view SD primarily through an environmental lens. They consider it of vital importance;
however, the majority of respondents find ESD difficult to understand. ESD-related themes are integrated into lessons, although this varies bydepartment and its inclusion is determined by the content of textbooks. Inter-disciplinary learning is largely absent. Respondents supported
the development of ESD’s core competences and values; however, many of the pedagogies used do not aid that development, even though
greater use is being made of Active Learning. Finally, while respondents understood the affective dimension of transformative learning (TL),
they did not feel it was within the remit of education. To implement ESD more effectively, the school needs to adopt a holistic approach.
Teachers must be better acquainted with ESD literature and greater use must be made of active learning methods.
62442

Chat-Based Learning Management Assistant Hybrid Learning

Tee Hui Teo, Singapore University of Technology and Design (SUTD), Singapore
The communication channel for distance learning has been evolved from physical mail, teleconferencing, and email. However, the current trendof the most common communication channel has shifted to online chat. It has replaced the email for most of the communication, and it is almost
real-time as well as easily accessible. The work introduces a new chat-based learning management assistant (LMA) which has been implemented
to support the online learning since early 2019. The chat-based LMA opens up a new teaching and learning approach that is suitable not only for
online learning but also to enhance physical face-to-face learning. It is more interactive, real-time and efficient than email, conventional learning
management system (LMS), as well as online lesson such as Zoom. The current work is to setup the relevant policy, management and also theadministration of the LMA for accreditation and review in general. A study over three years show more than 70% of the participants prefer chatbased course communication. The written consultation through chat was also increased more than 10 times in comparison to email. At the sametime, the online real-time consultation was also increased by 5 times in comparison to face-to-face consultation.
62614

Crisis as Opportunity to Try Something New: Student-centered Pedagogy During the Onset of COVID-19
David Nurenberg, Lesley University, United States
Liana Tuller, Northeastern University Brudnick Center on Violence and Conflict, United States

The onset of the COVID-19 pandemic in the Spring of 2020 forced a sudden and unexpected disruption of the usual modes of schoolingaround the world. In the United States, lack of federal, state and district leadership left most teachers to negotiate the chaotic earlymonths of the pandemic on their own. This study examined to what extent some US teachers used this crisis as an opportunity to jettison
traditional teaching methods in favor of more student-centered teaching methods (SCMs), and examined whether teacher self-efficacy(TSE) and facility with technology were related to that decision. Analysis of survey data from PK-12 teachers (n=178) found near-universal
reduction in use of SCMs during the onset of COVID-19, especially among teachers who reported higher self-efficacy before the crisis.
On average, greater self-confidence before COVID-19 was associated with a greater decrease in the use of SCMs during the crisis. While
TSE during the crisis was positively correlated with use of student-centered methods, the direction of the influence between those twovariables could not be determined. In our analysis, the data seem to better support the theory that use of SCMs builds a sense of efficacy,rather than the traditional understanding that it is high TSE that empowers a teacher to use innovative pedagogy. Technology versatility
was correlated weakly with TSE during this period, but we found no evidence of any correlation between technology versatility and SCM
usage. Further exploration through surveying a wider population and adding data sources beyond teacher self-reports is recommended.
62669

Cultivating Kindness among Preschoolers: Student-Centered Instructional Modules for Teachers
Kristine Japitana, Miriam College, Philippines

The preschool period is a significant stage of self-construction in a child’s life. This is the time when they make sense of the world andthings around them. Hence, it is essential that at this point, prosocial character traits and behaviors must be instilled in them. Kindness is
one of the most important human attributes which plays a significant role in how a person thrives and interacts with others in a society.
However, schools nowadays tend to focus more on academics. Less emphasis is given on teaching children what equally matters – theirsocio-emotional skills.With this in mind, this capstone project produced a set of instructional modules recommended to be facilitatedby teachers with the goal to develop kindness among children, particularly in the preschool years.Given this, it will be highly beneficial
to teachers as it will provide them with a variety of effective teaching strategies and activities such as storytelling, role-play, music andmovement, arts and crafts, learning games, and cooking activities that they can use, implement, and execute in their own classrooms toteach kindness to their students. The primary objective is to give emphasis on students’ character formation and to help enhance anddevelop their positive prosocial skills. The instructional modules also aim to raise awareness that in as much as schools intend to produce
academically competent learners, it is still of equal importance to teach children kindness, compassion, and empathy.This project may beincorporated in the preschool curriculum as part of character and values formation.

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aceid.iafor.org/aceid2022-virtual-presentations

Virtual Presentations (Pre-Recorded)
62459

Empowering Learners: Online Radio Broadcasts to Enhance the Students’ Speaking Skills
Mayra Avila, University of Cuenca, Ecuador

The speaking skill is one of the most challenging skills to develop in the Content and Language Integrated Learning Classroom (CLIL)
since it requires the student to have enough confidence and language proficiency to communicate their ideas and opinions about a topic
effectively. Noticeably, students lack opportunities to talk in the classroom and use the language. As a result, the student doesn’t experiencethe language nor improve their oral skills. Therefore, it is imperative that schools take into consideration the use of ITC resources, suchas online radio sources, because they might be useful tools wherein students can participate actively and enhance their speaking skills
vastly. A quasi-experimental study was carried out in an Ecuadorian High school. The objective of this study was to measure the influenceof critical thinking interviews during an online radio broadcast transmission on the students’ oral skills. 10th graders studying Social
Studies were assigned to this study. From this group, 10 students were part of the treatment group and 10 in the control group. Treatment
participants were interviewed in pairs four (4) hours per week for two months on questions related to social studies topics such as culture,gender, human rights, ethnicity, and others during the radio broadcast transmission in the English language. Data was collected by meansof a speaking pre-test and post-test based on a rubric measuring four parameters: Grammar, Vocabulary, Pronunciation, and Fluency.
Findings demonstrated that there was a significant and positive impact on the treatment participants’ speaking skills.
62121

Enhanced MELCs-based Curriculum in Reading and Writing Skills in a Blended Pedagogy
Mary Geraldine Gunaban, University of the Cordilleras; Benguet State University, Philippines
Kara Panolong, Benguet State University, Philippines

Due to COVID-19’s exponential spread, the world has coined the term "New Normal" as it continues to battle this pandemic. The realmof education has not also escaped from this change, so it adopted the "new normal" educational schemes. Blended learning is one of
the modalities that schools adopt during this pandemic. Thus, this study paves way to a more in-depth analysis of the mélange of thesevariables: blended pedagogy, reading and writing skills, SHS and MELCs. It aims to determine the reflection of MELCs in the teachers’
instructional materials and delivery and the attainment of MELCs by the students in Reading and Writing Skills (RW) in a blended pedagogy.
It also aims to produce an enhanced curriculum in the said course. With this, it used developmental research design since it aims toevaluate the RW instructional materials and blended pedagogy and eventually came up with an enhanced curriculum of the said course.
After careful analysis, it revealed that some MELCs were not fully covered; some of the assessment activities did not fully and clearly cover
MELCs and need to be enhanced to ensure the reflection and attainment of these MELCs by the students. Thus, an enhancement on the
curriculum is advised to guarantee the reflection and attainment of MELCs in the said course.
62691

Remote Experiment for Electrical Engineering

Tee Hui Teo, Singapore University of Technology and Design, Singapore
Handson experience is mandatory for engineering courses such as electrical power system, and power electronics. However, the laboratory
is not accessible during lock-down period. In such case, remote experiment setup is required. This work shares a laboratory setup is
assisting the remote experiment for electrical engineering instructors and students. The setup involves electrical training equipment, dataacquisition hardware, control software, remote desktop, and etc. Online exercise platform that mimic the electrical training equipment isalso available for practices. With the help of the online exercise and remote experiment platform, the in-person/hybrid/remote experimentlesson is reduced from 120 minutes to 60 minutes or lesser. The setup is effective and efficient for different mode of lessons. The
experiment is pre-setup and instructors or at least one member are in the laboratory to assist the setup due to high safety requirement for
the electrical equipment. It is worth to mention that the remote experiment setup is not to replace the in-person experiment but to provide
handson experience and not to compromise the lesson plan during lock-down period.

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iafor.official

Follow The International Academic Forum on Instagram and join theconversation using the hashtag #IAFOR
46 | IAFOR.ORG | ACEID2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)ACEID2022
Reviewers
IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing new knowledge. Our academic events would not be what they are without a commitment
to ensuring that international norms of peer review are observed for our presentation abstracts.
With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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Review Committee
Dr Regina Almonte, City College of Calamba, Philippines
Dr Jun S Camara, Pangasinan State University, Philippines
Dr Shravasti Chakravarty, Amity University, Uzbekistan
Dr Maia Chiabrishvili, American University of the Middle East, Kuwait
Dr Renato Herrera, Jr, Jose Monfort National Science High School, Philippines
Dr Maria Charlene Melegrito, Polytechnic University of the Philippines, Philippines
Dr Edna Nabua, Mindanao State University-Iligan Institute of Technology, Philippines
Dr Meera Nanjundan, University of South Florida, United States
Dr Annie Wy Ng, The Hong Kong University of Science and Technology, Hong Kong
Dr Pengiran Shaiffadzillah Pengiran Omarali, Educational Technology Centre, Brunei
Dr Tee Hui Teo, Singapore University of Technology and Design (SUTD), Singapore
Dr Jill Tussey, Buena Vista University, United States
Dr Phumelele Zakwe, University of Kwazulu-Natal, South Africa

Senior Reviewers
Dr Dr A A Musyaffa, Sulthan Thaha Saifuddin State Islamic University Jambi, Indonesia
Dr Matthew Apple, Ritsumeikan University, Japan
Dr Hussein Elmehdi, University of Sharjah, United Arab Emirates
Dr Jane Fenequito, Urdaneta City University, Philippines
Dr Mary Geraldine Gunaban, University of The Cordilleras, Philippines
Dr Agustinus Hermino, Universitas Sari Mulia, Indonesia
Dr Brian Moore, Charles Sturt University, Australia
Dr Pataraporn Sangkapreecha, Bangkok University, Thailand
Professor Chi-Hua Wu, Southern Taiwan University of Science and Technology, Taiwan

Reviewers
Dr Rufaro A. Chitiyo, Tennessee Technological University, United States
Dr Ganzul Gantuya, University of Finance and Economics, Mongolia
Professor Shin-Ying Huang, National Taiwan University, Taiwan
Dr Yu-Mei Huang, Texas A&M International University, United States
Dr Saheed Jabaar, Yusuf Maitama Sule University, Kano Nigeria, Nigeria
Dr Harumi Kashiwagi, Kobe University, Japan
Dr Qiana O'Leary, Texas A&M International University, United States

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A-Z Presenters List
Angeles, Melvin			p. 25
Camarines Norte State College, Philippines
Apple, Matthew			p. 28
Ritsumeikan University, Japan
Asri, Hermin Nurbaity		p. 42
Universitas Airlangga, Indonesia
Avila, Mayra			p. 45
University of Cuenca, Ecuador
Brass, Laura			p. 41
University of British Columbia, Canada
Chen, Mengyao
		p. 23
Sait Clout State University, United States
Chiu, Fu-Yuan			p. 34
National Tsing Hua University, Taiwan
Daučianskaitė, Agnė		p. 28
Vytautas Magnus University, Lithuania
Dembereldorj, Zoljargal		p. 22
National University of Mongolia, Mongolia
Denfield, Aric
		p. 44
Nichidai Sakuragaoka High School, Japan
Dy, Audric Curtis			p. 25
Mataas Na Paaralan ni Neptali A. Gonzales, Philippines
Eaton-Fitch, Natalie		p. 40
Griffith University, Australia
Esteve, Odette			p. 38
Universided de Sta Isabel, Philippines
Fenequito, Jane			p. 24
Urdaneta City University, Philippines
Gantuya, Ganzul 		p. 23
University of Finance and Economics, Mongolia
Gojar, Mari Anne 		p. 24
Bicol University, Philippines
Gunaban, Mary Geraldine
p. 45
University of the Cordilleras, Philippines
Huang, Shin-Ying			p. 26
National Taiwan University, Taiwan
Huang, Yu-Mei			p. 34
Texas A&M International University, United States
Igarashi, Mika			p. 39
Toyo Eiwa University, Japan
Japitana, Kristine			p. 44
Miriam College, Philippines
Kashiwagi, Harumi 		p. 40
Kobe University, Japan
Lin, Chun-Min			p. 29
Tzu Chi University of Science and Technology, Taiwan
Liu, Chang			p. 40
University of Cambridge, United Kingdom
Lyude, Anna			p. 22
Niigata University, Japan
Macelheron, Sabreena		
p. 41
Lakehead University, Canada
Meiki, Susan			p. 24
Okayama University, Japan
Mills, Daniel J.			p. 28
Ritsumeikan University, Japan
Moore, Brian			p. 38
Charles Sturt University, Australia

Myagmarjav, Tungalagtuya
p. 23
University of Finance and Economics, Mongolia
Ng, Peggy			p. 43
The Hong Kong Polytechnic University, Hong Kong
Ng, Siew Chin			p. 28
University of Melbourne, Australia
Nishikawa-Van Eester, Masako
p. 26
Nishogakusha University, Japan
Nobuhara, Mikako 		p. 35
Tokyo Metropolitan College of Industrial Technology, Japan
Nurenberg, David 		p. 44
Lesley University, United States
Onag, Ester			p. 27
Adamson University, Philippines
Otsuka, Misa			p. 34
Jissen Women's Junior College, Japan
Ramos, Sabrina Albarina		
p. 38
University of Baguio, Philippines
Ricafranca, Dianne 		p. 25
Ateneo de Naga University, Philippines
Robedillo, Joji			p. 27
DepEd - Division of Quezon, Philippines
Sangkapreecha, Pataraporn		
p. 43
Bangkok University, Thailand
Simkute, Monika 		p. 27
Vytautas Magnus University, Lithuania
Sofiyana, Hana			p. 24
HighScope School, Indonesia
Somani, Parin			p. 29
Independent Academic Scholar, United Kingdom
Suan, April			p. 27
Adamson University, Philippines
Sung, Fangchun
		p. 35
Nanning Normal University, China
Tahara, Hiroki			p. 39
Meisei University, Japan
Tan, Lanasari			p. 39
National Chengchi University, Taiwan
Teo, Tee Hui			
p. 44, 45Singapore University of Technology and Design, Singapore
Tsai, Meng-Fang			p. 42
National Pingtung University of Science and Technology, Taiwan
Tsukada, Jun			p. 26
Kanagawa University, Japan
Tussey, Jill			p. 43
Buena Vista University, United States
Wang, Shuai
		p. 34
The University of Tokyo, Japan
Wu, Chi-Hua			p. 35
Southern Taiwan University of Science and Technology, Taiwan
Zhu, Ying				p. 42
Chapman University, United States

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Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

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