Not because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.

Early childhood education for sustainability (ECEfS) is becoming internationally recognised as an important means for young children to develop their attitudes and behaviour towards sustainability. Yet, there is little research in addressing how ECEfS is differently understood within different cultural contexts, which can compromise the universality of sustainability and ECEfS. This study is to analyse how the ECEfS concepts (the meaning of sustainability, children as agents of change for sustainability, and sustainability in young children’s everyday lives) are represented in Australian and Korean national curricular documents through critical document analysis. As a result, it is identified that the curricula have meaningful connections with predominant cultural characteristics of the countries. That is, individualistic and collectivistic factors greatly influence shaping the understanding of sustainability (e.g. analytic versus holistic understanding of sustainability, independent versus interdependent children identity, and selective versus nonselective approaches to children’s everyday lives). With these findings, this paper is to discuss and articulate ‘culturally inclusive education for sustainability’ by adding ‘culture’ as an essential dimension to the meaning of sustainability, defining children identity with three forms of being (independent, interdependent, and relational), and addressing children’s interactive and interconnected everyday lives.

Qualitative Approaches to Evaluating Social Media Influencers: A Case-Based Literature Review

Cultural Understanding of Live Streaming E-commerce in Asian markets