This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

This paper explores the concept of migration, and its causes and effects, with a focus on international migration. Various journal articles, reports, and policy documents are reviewed to address the controversies concerning the concept and key issues of migration. The paper indicates that migration is not only a contested concept, but migration research has resulted in different outcomes. It is mainly affected by personal, socio-economic, and political factors associated with the origin and host countries. Similarly, scholars have been asking the question, “who is a migrant?” for decades without a definite answer. It is also important to consider “what would happen after migrants obtain host country citizenship”: would they continue to be migrants, the host countries’ citizens, or both? This paper contributes to advancing our knowledge and broadening our understanding of the concept of migration and key issues associated with it. It also serves as a base for further discussion.

The concept of blended learning, a combination of online and face-to-face learning, has become popular in educational settings. Using qualitative methods, this study investigates the role of blended learning and in-service teachers’ perceptions. Blended learning was used for 19 in-service teachers during their summer degree program at a Chinese university. After the course, teachers were asked to write their reflections on blended learning, its role in diverse classrooms, and using it in their teaching career. The results showed that the teachers appreciated the use of blended learning for diversity, but they were against adopting it in their teaching due to limited pedagogical skills and the exam-oriented education system in China. Moreover, some teachers believed that traditional teaching is more effective for providing students with the necessary knowledge, while blended learning was viewed as difficult to manage. The study provides a better understanding of teachers’ perception of blended learning which contributes to global educational development.

Smart technologies are essential in improving higher education teaching and learning. The present study explores the factors that influence students’ behavioural intentions to adopt and use smart technologies in blended learning. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, a survey of 305 students was conducted to collect data. A structural equation model was applied to analyse the data. The findings show that adopting smart technologies requires appropriate social context and organizational support. Moreover, the data indicated that performance expectancy, effort expectancy, social influence, hedonic motivation, and habit are vital in determining students’ behavioural intention to use smart technologies. However, facilitating conditions and price value were found to have no significant impact on the students’ behavioural intention to use smart technologies. The study contributes to a better understanding of the nexus of blended learning and smart technologies, thus improving students’ experiences in blended learning settings.

Pakistan is a Muslim-majority country, and religion plays a great role in the life of society. This study examines how teachers from the religious, national, and international education sectors realize the concept of global citizenship education (GCE) in Pakistan. Based on 24 semi-structured interviews, this study found differences among the teachers’ understandings of the concept of GCE and its characteristics. Teachers from the national and religious curriculum sectors viewed GCE as a threat to Islamic values, whereas those from the international curriculum sector regarded GCE as an opportunity for improving the economic development and image of Pakistan. Moreover, the teachers from the religious sector argued for the cultivation of Islamic identity instead of GCE. However, the teachers from the national curriculum sector noted the economic benefits of GCE and were keen on global citizenship principles that do not conflict with national and Islamic values. The different perceptions held by teachers from the three educational sectors indicate the need for more work on GCE to narrow the conflicting agendas and broaden the understandings within Pakistani society. Creating common ideas within these different sectors of education is significant for developing sustainable peace within the divided society.

Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students’ experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors’ pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the pedagogical practices that instructors use determine the pedagogical experiences of students and shape their socio-economic and political perspectives. Despite its small scale, the study provides a more robust explanation of the connections between instructors’ pedagogical practices and experiences of students. It can also be applied to other countries, especially developing countries with similar circumstances. The study implies that skilled instructors employ interactive pedagogy connecting theory and practice, even in a large class size. Hence, instructors need to be trained, well equipped and motivated to improve their teaching skills and attitudes.