The main purpose of this study is to understand how young children experience bullying at schools in Kyrgyzstan, and what relationship does such experience have with their academic performance? The research was conducted at Naryn regional boarding school and up to 100 participants aging 13-17(8-9-10 11th graders) have been recruited for this study. Hence, quantitative research investigated the relationship between bullying and a student's academic achievement and the survey was used as a research instrument. The research found a minimal negative reaction to bullying and its effects on their studies by the majority of students. For example, for the statement: “I had a low motivation to learn after experiencing bullying”, 35% answered as unsure, 34% disagreed, and 30% of respondents agreed. This indicates that students are evenly split as to whether experiencing bullying lowered their motivation to study.

The arrival of the global pandemic transformed the system of teaching and learning instantaneously for school staffs, students and their families.  It has become more apparent that the change in venue has brought about conditions that directly impact the quality of the teaching and the degree to which students learn.  Special educators in particular, given the heterogenous nature of those that they teach and their unique learning needs, are faced with challenges that are arguably beyond most other educators.  The current study utilized a mixed-methods approach in an effort to investigate and delve into the perspectives special education teachers hold related to: (a) The support and training they received; (b) Feelings of self-efficacy; and (c) general impressions about the students and families they interact with.  General results and analysis were indicative of several findings.  Specifically, that special education teacher participant felt supported by their faculty and administrative staffs, the teachers did a significant amount of independent learning, that their respective pre-service, formal training was lacking in preparing for virtual learning, and all participants reported significant additional stress challenges, including working with technology.  Limitations and future research possibilities are discussed. 

Knowledge culture is a good practice in engaging information in social media. However, researcher is interested to know the practice of knowledge culture among teachers in the Mukah District in Sarawak when dealing with the information overload in social media. The objectives of the research are to identify the knowledge culture practice among teachers, to examine the knowledge culture that are relevant and to come out with the right method in dealing with information in social media. A survey questionnaire is used to collect the data needed for the research. The research findings revealed that the practice of knowledge culture among teachers are still at the average level and knowledge recognition is the least aspect of knowledge culture practiced by the teachers. Based on the findings, it is recommended for other researchers to carry a qualitative research on the same topic and also come out with an intervention to boost the practice of knowledge culture.

Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation.       
 

This paper presents a didactic scenario for the creation of a multimedia application combining image and movement, which is intended for the course "Informatics Applications" of the Vocational High School. This is a two-hour scenario that introduces the student to the creation of a multimedia application, mobilizing the interest for the specific activity, since with simple and fast steps it leads him to the creation of his first animation. The first hour is dedicated to the general mobilization of the student and the discovery of the basic concepts and techniques, while the second leads him to the acquaintance with the environment of "Macromedia Flash 8.0" and the creation of the first animation. The development and structure of the teaching scenario is based on the standard of level B training for IT teachers.

Teacher-student relationships (TSRs) is highly influential in school education and hence teachers' knowledge about TSRs can make a difference in school education. Teacher knowledge is constructed long before teachers enter the career path formally and various teacher education programs exerts influence on it along with teachers’ life experience. This article compares Chinese preservice teachers’ TSRs knowledge before and after a transcultural and reciprocal learning program in teacher education the research participants included 22 preservice teachers from X University in China. It adopts a mixed method combined qualitative (interviews) and quantitative (questionnaire) methods. These participants responded to a same instrument before and after the program. And six interviewees were chosen for further interviews according to the mean changes on the Likert Scale in the questionnaire. Both quantitative and qualitative data were collected for analysis and discussion. Statistically significant differences were found between the means of the pre- and post-test in the three dimensions of the scale. Findings indicate that some knowledge development occurred in the participants beneficial from the program and their TSRs knowledge is a socially constructed product in the past-now-future continuum of personal life experience.

The rapid advancement of mobile technologies proffers new contingencies and perspectives in language teaching. The leverage of these technologies on education contributes to the expansion of the approach in language teaching. The research was conducted in the form of an experiment in a vocational school in Poland. 114 ESP students in number were randomly divided into equal-sized groups, ascertained as experimental and control groups. The obtained results illustrate the acceptance of mobile devices as a learning tool indicating that the process of learning does not have to be limited to classroom activities only. The results of our study are significant in at least two major aspects. Not only do they demonstrate that using MALL in the didactic process increases the students' knowledge of vocabulary but also that the learners' attitude towards using mobile devices is positive. Implementing mobile devices as learning tools reinforces students' motivation, the sense of belonging to a particular community, and of autonomy and flexibility of learning. Based on the received outcomes, it can be concluded that the use of WhatsApp affects the ESP learners' knowledge of vocabulary significantly. Furthermore, the questionnaire results reveal students' positive attitude toward WhatsApp instruction.