This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

This study investigated how socioeconomic status (SES) is associated with academic achievement and English proficiency in an English-medium instruction (EMI) program at a state university in Indonesia. It also examined the mediating effect of English proficiency and moderating effect of parents’ education on the relationship between SES and academic achievement. Data for 234 EMI students were obtained from the academic office of the university. Based on mediation analysis, SES significantly predicted students’ academic achievement and English proficiency. However, it stopped being a significant predictor when mediated through English proficiency. The moderation analysis shows that the degree of increase in EMI students’ grade point average was affected by the level of parents’ education when associated with family income. The article also presents the implications of the findings in enhancing university EMI programs and suggestions for future research.

This article discusses an implementation research study that examined participating students’ learning processes of scientific imagination in a marine science digital storytelling (DST) project. Twenty-two fourth-grade students in a primary school participated in the study. Data were collected...