This research will focus on a futuristic real world case- the Great Barrier Reef adapted from the Future Problem Solving (FPSI) website. The above scenario will be able to stimulate learners and engage them as budding engineers in a problem solving task. Mid way through the project they go through a viva session and are challenged on their innovation. The final presentation is to a group of in-house engineers from the faculty of engineering. Hence, this research will explore the effectiveness of group problem solving in developing students’ higher order thinking, problem solving and team skills. This is a mixed method research and the primary method is a questionnaire to determine students’ attitude towards the project. The qualitative study will probe deeper into students’ experiences and instructor and panel of evaluators’ perspectives toward th e task. Data is gathered via interviews, observations, document analysis and the final evaluations. A key finding will be the power of small group collaboration and real world experiences in harnessing students higher order thinking and team skills.

Contrary to the importance of digital literacy in making English as a Foreign Language (EFL) education congruent with the recent technological advancements, a scrutiny of the pertinent literature in this regard is evident. To address this gap, this investigation seeks to investigate Iranian experienced and novice EFL teachers’ digital literacy within a comparative stance. Using a quantitative survey design, the data was collected via Digital Literacy Questionnaire.The participants taking part in this research included 200 conveniently selected EFL teachers (100 novice and 100 experienced teachers), holding all levels of academic degree in TEFL, English Language and Literature, and English Translation fields, with diverse years of teaching experience across various schools and institutions in Iran. The collected questionnaires were analyzed through one sample t-test and independent sample-test. The study found that EFL teachers demonstrated strong proficiency across a range of digital skills, such as typing, web searching, and utilizing digital learning tools. Moreover, no significant difference in digital literacy was identified between novice and experienced teachers which suggests both groups have similar levels of competence in terms of digital technologies. The findings hold important implications for a wide range of stakeholders, including EFL policymakers, teachers, teacher trainers, and researchers. They provide insights that can be used to improve educational policies and refine teaching practices.

This study explored the diverse strategies employed by university instructors, highlighting the need for adaptive teaching strategies consistent with constructivist theories to enhance student engagement in academic subjects. Because of the changing educational landscape, university instructors face challenges sustaining continuous student engagement. The study aimed to discover proactive measures that foster and stimulate student engagement, contributing to a more inclusive educational environment. Using a qualitative approach, in-depth face-to-face interviews and open-ended online questionnaires were conducted with 16 university instructors from Malaysia and China. The findings revealed the significant role of flexible teaching strategies in overcoming challenges and provided valuable insights for refining instructional practices to address diverse learning styles and cultural backgrounds. The research underscores the necessity of continuous adaptation and innovation to meet the evolving demands of modern education, guiding instructors to create more dynamic and responsive learning experiences.

Being a critical development period, childhood shapes behaviors and language skills through interaction and observation. These days, the majority of the children spend a notable amount of time watching and enjoying English cartoons in Dhaka City. Watching cartoons has a significant impact on children in the development of their attitudes, actions, and skills. This study investigates the effects of watching English cartoons on preschoolers in Dhaka City. The study uses a triangulation method with a diverse sampling of 40 participants—20 preschoolers and 20 parents—combining questionnaires, semi-structured interviews of parents and children, and observation. To ensure the diversity of the sampling, we adopted convenience sampling and selected respondents from Dhaka City- North and South. The findings show that the impacts of watching English cartoons are both beneficial and concerning; children display impressive linguistic growth in English, particularly in applying lexis and understanding even complex contexts. On the other hand, exposure to violent content raises concerns about hazardous behavior and its imitation. We argue that it is important for parents to maintain national identity, cultural sensitivity, and awareness while letting children watch English cartoons. Parental monitoring is also necessary to select content that is in accordance with morals, educational activities, and critical thinking and to improve preschoolers’ education quality. We urge researchers to conduct further studies on the area to dive deeper into the facts.

The need to reorganise economies and the skill sets that individuals will need in the new order is urgent since climate change is impacting the entire planet. TVET systems are required to reskill and provide human capital with environmentally sustainable skills for green economies and jobs. This article investigates potential additional benefits that greening TVET education may offer to students, the employment market, and Botswana as a whole. The study examined current research on Botswana's preparedness for a green TVET industry. Results highlight the crucial role of greening TVET systems in supporting nations to achieve the Sustainable Development Goals (SDGs), particularly in meeting their climate change commitments and ensuring quality education. Investments made concurrently in greening TVET, green industries, and green technology have the potential to prevent significant employment losses and to create a significant number of new jobs for recent graduates. The emphasis should be on occupational green skills and any support mechanisms that may establish a green TVET system to take advantage of the new prospects. Additional findings point to the need for strong labour market data and skills anticipation to pinpoint in-demand green talents and create fresh initiatives focused on the green economy. To lessen potential issues of fragmentation between TVET greening programmes, environmental legislation, and the green job market, countries must have professionals to perform quality assurance and monitoring of the novel synergies between the greening of TVET systems, learner skills, and the job market.

As studying abroad is gaining popularity, language barriers become a significant issue for most Chinese overseas students. While extensive existing studies have revealed the significant role of diverse factors influencing English learning, such as instructional design, motivation and institutional support, less attention has been paid towards the unavoidable internal factor– Home Environment. Highlighting a significant gap in existing literature, this study aims to explore the influence of the home environment on Chinese overseas students' English learning in higher education institutions. Underpinned by the Bronfenbrenner’s Sociocultural Theory, this study adopted a qualitative phenomenological method, and used thematic analysis to analyze interview data collected through WeChat Voice Call. The novelty of this study lies in its specific focus on the home environment’s role in shaping Chinese overseas students’ English learning, offering fresh insights for parents, educators, and institutions. The present study finds that most respondents reported an early English learning experience and adopted various ways to learn English yet they still face challenges, and that family background, family support, family culture values play an indispensable role in shaping Chinese overseas students’ English learning. Findings of this study offers valuable insight into the broader discourse on enhancing English acquisition, ultimately contributing to the United Nations Sustainable Development Goals (SDG), especially SDG 4. Quality Education.