American Scholars Press

Gabriele Strohschen, a native of Berlin (FRG), completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities until joining joined DePaul University as director for the graduate programs at the School for New Learning in 2003. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Retired from DePaul University with the title of professor emerita, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago. She provides program and resource development along with teacher training services and is currently spearheading the development of an international advocacy and training institute for the education of adults. “Dr. G.” has been working with American Scholars Press since its inception. gstrohsc@depaul.edu

Ms. Shuyan Li is a lecturer at Shenyang Normal University in China and a recipientof university-level teaching awards. She is the first author of “The Intersection ofConfucianism and Western Teaching in Taiwanese Adult Education,” coauthored withGeraldine Torrisi-Steele (Griffith University, Australia). Their collaborative researchexamines educational, social, and professional development strategies, with aparticular emphasis on pedagogical approaches in China. In this new article, Li servesas first author of “Teaching at the Crossroads: Reframing Instructor-Centered andLearner-Centered Practices in China’s Higher Education.

Dr. Viktor Wang is a globally recognized professor and leader in the field ofEducation, with a distinguished career marked by innovation, scholarship, andmentorship. With over 260 peer-reviewed publications, he has made transformativecontributions to academic research and thought leadership. His work has inspiredmore than 200 articles and over 1,500 book chapters contributed to his editedvolumes and journals by scholars worldwide. Dr. Wang’s publications are widelyrespected and housed in top-tier institutions, including Stanford University Librariesand other renowned academic collections globally. He has been honored withnumerous prestigious awards, including the 2016 Presidential Award for Exceptionaland Innovative Leadership from the American Association for Adult and ContinuingEducation (AAACE), as well as institutional honors such as the DistinguishedFaculty and Scholarly Achievement Award. A devoted mentor, Dr. Wang hassuccessfully guided more than 80 doctoral students through dissertation completion.His leadership has also driven substantial institutional outcomes, including enrollmentgrowth, the launch of innovative academic programs, and the formation ofinternational educational partnerships. This cover story highlights ten books authoredand edited by Dr. Viktor Wang, featured in the 2025 CSUSB Biennial Book Launch.Collectively, these volumes represent his enduring contributions to educationalleadership, career and technical education, lifelong learning, and the transformativeintegration of artificial intelligence and technology in global education. The officialuniversity further showcases his recent publications and scholarly impact, reflecting acontinued commitment to global scholarship, transformative research, and leadershipin the field. vcxwang@gmail.com

In this article, the author revisits the 2006 baseline study of teaching practices in Chinese higher education in which instructors scored high on climate building and relating to experience but low on learner-centered activities and flexibility to ask what should change in the 2020s. Using the findings as a lens, this analysis provides an updated continuum from centralism to guided participation to co-designed learning, calibrated to Chinese institutional realities of large classes, credential pressure, and rapid digitalization. This article contributes three actionable classroom archetypes with brief descriptions of instructional techniques and pairs them with low-anxiety assessment methods. It outlines a stickier faculty-development sequence that offers practical approaches for safely integrating student voice. Finally, it proposes a multi-site replication and extension of the (Wang, 2006) study to track change across modalities. The result is a pragmatic roadmap for moving toward co-design without sacrificing order, coverage, or equity (Ying & Briffett-Aktaş, 2024).

andragogy, Chinese teaching practices, pedagogy re-design, learner-centered teaching practices

Dr. Sakaria M. Iipinge is an Associate Professor of Curriculum and Assessment studiesat the University of Namibia, School of Education. He teaches Educational Research andPrinciples of Curriculum Design and Implementation to postgraduate students. He holds aMaster and Ph.D in Curriculum Studies. Prof. Iipinge’s research focuses on teacherprofessional development, curriculum reforms and sustainability education. He haspublished widely in curriculum development and reforms, sustainability education,quality education and the integration of technology in teaching and learning. He isinvolved in local projects on the integration of road safety awareness in the curriculumand international projects mostly focusing on teacher education development, ruraleducation and sustainability education.smiipinge@unam.na

Dr. Leena Lahja T. Nghipandulwa is a Senior Lecturer in the Department of AppliedEducational Sciences (DAES) at the University of Namibia, Hifikepunye PohambaCampus. She lectures in Biology and supervises postgraduate students specializing inMathematics and Science Education. Dr. Nghipandulwa holds both a Master’s and a PhDin Mathematics and Science Education. Her research centers on Mathematics and ScienceEducation, and she has authoredmultiple peer-reviewed publications that contribute to thegrowth ofSTEM education in Namibiaand beyond.lnghipandulwa@unam.na

Johannes Shipepe is a dedicated Biology teacher in the Ministry ofEducation, Innovation, Youth, Sports, Arts and Culture (MEIYSAC) at asecondary school in the Oshikoto Region of Namibia. He holds a Master’sdegree in Science Education from the University of Namibia. Passionate aboutfostering scientific curiosity and critical thinking among learners, Shipepeintegrates innovative teaching approaches to enhance student understanding ofbiological concepts. His commitment to quality education reflects his belief inthe transformative power of science for national development.shipepejohannes7@gmail.com

This study, framed within Robert Gagne's Condition of Learning Theory, investigated the impact of improvised educational materials on students’ performance in Biology in a selected secondary school. Using a qualitative case study and quasi-experimental design, one Grade 11 Biology class of 30 learners was divided into experimental and control groups. A Biology Achievement Test with pre- and post-tests provided quantitative data, while focus group discussions gathered qualitative insights. Results revealed improved academic performance in both groups, with the experimental group showing greater gains. Learners reported that improvised materials made lessons more engaging and enhanced their understanding of concepts. The study concludes that improvised instructional materials positively influence learner motivation and achievement. It recommends that the Ministry of Education, Innovation, Sport, Arts and Culture invest more in conventional teaching resources and provide raw materials for teachers to develop improvised teaching aids to support effective teaching and learning of Biology in schools.

improvised instructional materials, Gagne Condition of Learning Theory, secondary biology level instruction, improvised materials, Namibia education reforms

Dr. Marquis B. Holley is an Assistant Research Professor at the Institute for School- Community Partnerships (ISCP) at the University of South Florida. Dr. Holley’s research highlights the recruitment and retention gaps of faculty and staff professionals in higher education. Additionally, his research explores chronic absenteeism and the in/out of school suspension rates for students (K-12), along with how this (dis)connects to students’ successes/failures in schools, such as the school-to-prison pipeline, expulsion rates and discipline disparities. He has taught undergraduate and graduate courses that focus on Critical Thinking, Global Education, Diversity, and Teacher/Leadership preparation on a local, national and international scale. He has been an invited lecturer on Interdisciplinary Education practices in corporate, nonprofit, military and other workforce sectors. Holley combines Arts-Based Research with various stakeholders to employ community engagement amongst students, faculty, parents, administrators, school resource officers and other community partners for empowerment, representation, participation and innovation through action research in education. mholley2@usf.edu

The purpose of this article is to explore Arts Based Research (ABR), specifically Music as Method, Poetry Inquiry, along with Dance and Movement as an inquiry method to inspire others to take an unconventional route through the world of research to reach desired goal(s). Rather than assimilate, ABR provides a way to innovate and stand out with a fresh, relevant qualitative research approach. By sharing someone’s story in this way, this article illustrates how to elevate Black women in a society which normally denigrates them, and how ABR this inquiry honors, values, and delineates their contributions through ABR discovery and discussion.

social justice, black woman, entrepreneurship, arts-based research, music as method, poetry inquiry, dance and movement

Inamutila N. N. Kambonde is a committed Mathematics teacher serving at asecondary school in the Ohangwena Region of Namibia. She holds a Master’sdegree in Mathematics Education from the University of Namibia. Driven by apassion for nurturing scientific curiosity and critical thinking, Inamutilaemploys innovative instructional strategies to deepen learners’ understandingof mathematical concepts. Her dedication to excellence in education reflectsher strong belief in the role of Mathematics as a catalyst for nationaldevelopment. Email: hangehk@gmail.com

Dr. Leena Lahja T. Nghipandulwa is a Senior Lecturer in the Department of Applied Educational Sciences (DAES) at the University of Namibia,Hifikepunye Pohamba Campus. She lectures in Biology and supervisespostgraduate students specializing in Mathematics and Science Education. Dr.Nghipandulwa holds both a Master’s and a PhD in Mathematics and ScienceEducation. Her research centers on Mathematics and Science Education, andshe has authored multiple peer-reviewed publications that contribute to thegrowth of STEM education in Namibia and beyond. Email:lnghipandulwa@unam.na

Dr. Marja N Mushaandj-Mufeti is a lecturer in the department of AppliedEducational Sciences (DAES) at the University of Namibia, HifikepunyePohamba Campus. She lectures in Educational research, Learner and LearningEnvironment and principles of Curriculum, and supervises postgraduatestudents specializing in Curriculum studies. Dr. Mushaandja–Mufeti holdsboth a Master’s and a PhD in Curriculum studies. Her research centers onteaching strategies, curriculum, and teacher education. She is deeplycommitted to advancing the teaching profession through scholarship,supervision, and academic service. Email: mmushaandja-mufeti@unam.na

Since Namibia's independence in 1990, the education system has experienced substantial reforms, notably the introduction of the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) curriculum in 2021. Notwithstanding these reforms, Mathematics performance in the Ohangwena region continues to be markedly inadequate. This study examined the readiness of Advanced Subsidiary (AS) Mathematics educators to implement the NSSCAS curriculum in five selected secondary schools in the Ohangwena region, concentrating on the research question: How are the mathematics teachers prepared for the implementation of the Advanced Subsidiary Level Mathematics curriculum? The study employed a qualitative research methodology utilizing a descriptive case study design, incorporating a focus group discussion with 16 participants.

The findings indicated that, while teachers possess a fundamental comprehension of the NSSCAS curriculum, they face considerable obstacles including inadequate training, insufficient teaching tools, restricted lesson time, and a deficiency in ongoing professional development. The report advocates for extensive training programs, enhanced resource distribution, curriculum modifications to align session duration with curriculum requirements, and the creation of a strong monitoring and assessment framework. These recommendations are essential for augmenting teacher preparedness, facilitating the effective execution of the NSSCAS Mathematics curriculum, and elevating the quality of Mathematics education and student learning results.

mathematics teachers, preparedness, curriculum, implementation, NSSCAS, secondary education

Dr. Lasisi Ajayi is Professor of Literacy and Language Education and Chair of the Department of Teacher Education and Foundations in the Watson College of Education at California State University, San Bernardino. He has served in multiple leadership roles, including Department Chair, Interim Chair, Program Coordinator for the M.A. in Reading/Language Arts, TESOL, and Multiple Subject Credential Programs, and Dean’s Fellow, demonstrating a strong commitment to institutional effectiveness, faculty development, student success, and equity-driven innovation. Professor Ajayi has produced over 60 peer-reviewed journal articles and book chapters on literacy education, multimodal and digital literacies, critical pedagogy, second language acquisition, and teacher preparation. His internationally cited scholarship advances socially just and culturally sustaining practices and informs evidence-based decision-making. He has contributed extensively to shared governance as Diversity Advocate, member of the Faculty Senate Executive Committee, and member of the Faculty Affairs Council, promoting inclusive policy and collaborative governance. His recent work centers on Education for Sustainable Development. He founded and chairs the CSUSB–Northeast Normal University (China) Education for Sustainable Development Consortium, advancing global partnerships, intercultural exchange, and sustainability-focused academic initiatives. LAjayi@csusb.edu

The world faces pressing sustainable challenges such as environmental degradation, climate change, injustice, and economic inequality. In response, researchers have emphasized the need for changes in human behavior, particularly greater recognition of the environmental and social consequences of human decisions. This awareness has elevated the importance of Education for Sustainable Development (ESD), which represents a paradigm shift in teacher preparation. Therefore, teacher educators are increasingly called upon to equip future teachers with the knowledge, skills, and dispositions necessary to implement classroom practices that position community at the center of learning. Within the 2030 Sustainable Development Agenda, ESD has been identified as central, with Goal 4: Quality Education highlighting the role of teachers in advancing sustainable development. However, a critical challenge is that limited studies have examined educator competencies that meaningfully integrate the Sustainable Development Goals (SDGs) in context of Californian teacher preparation programs.

The objective of this study is to identify key educator competencies for ESD for teacher preparation programs in California. Four data sources were analyzed for the study: UNESCO ESD Framework documents, California Teaching Performance Expectations, California Standards for the Teaching Profession, and Teacher Preparation Program documents. Qualitative Document Interpretative Analysis was used for data analysis. The findings suggest that California TPPs demonstrate strong structural and philosophical alignment with ESD, particularly in areas such as equity-centered pedagogy, inquiry- based learning, and ethical and democratic professional commitments. However, ESD and sustainability are framed implicitly rather than explicitly. The study offers some recommendations for teacher preparation programs.

Education for Sustainable Development (ESD), educator competencies, teacher preparation programs (TPPs), Teaching Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)

Dr. Jin Zhang holds a Ph.D. in Psychology and a Chair Professor in the School ofInformation Science and Technology at Northeast Normal University, China. His recentresearch focuses cutting-edge topics at the intersection of artificial intelligence andcognitive science, including psychology and AI, cognitive science and AI, testing andevaluation of large language models (LLMs), and the cognitive mechanisms that underlieLLMs. In addition to his research, Dr. Zhang is actively involved in teaching andacademic exchange. He has taught some general education courses and delivered lecturesat the leading universities such as Zhejiang University, Fudan University, and NortheastNormal University in China. His interdisciplinary teaching covers topics includingPsychology and Artificial Intelligence, Affective Intelligence Science, Cognitive Scienceand AI, and Large Language Models and Cognitive Science, reflecting his commitment tobridging technological innovation with humanistic inquiry. jinusa2000@yahoo.com

Dr. Linda Sun holds a master’s degree in Technical and Professional Communication anda Doctor of Education. She is actively involved in academic research and conferenceorganization. She currently serves as a part-time assistant professor of Asian Study atKennesaw State University. Her research interests include cross-cultural communicationand Asian Culture studies. She has published articles in academic journals and conferenceproceedings. She is also serving as managing editor for several journals, including theInternational Management Review, the International Forum of Teaching and Studies, andthe Journal of International Business Ethics. lsunlinda@gmail.com

The rapid evolution of Large Language Models (LLMs) is driving a profound paradigm shift in academic research practices. Drawing from distributed cognition theory and sociotechnical systems perspectives, this paper analyzes how LLMs reshape researchers' cognitive load, knowledge generation processes, and collaborative practices. The introduction of LLMs extends the boundaries of researchers' capabilities. However, it also reconfigures traditional normative foundations regarding authorship, originality, and intellectual contribution.

This paper proposes an integrated framework for human-AI collaboration in academic practice, aiming to establish a sustainable balance between technological empowerment and research integrity. The framework is structured around three core principles: transparency as the foundation of trust, the protection of human expertise as a quality guarantee, and collective responsibility as systemic coordination. This paper addresses the challenges posed by LLM integration, including the reconfiguration of research capacities, the establishment of ethical norms, and multi-level coordination mechanisms. It systematically outlines response strategies for individual researchers, academic institutions, and publishing systems. The framework emphasizes constructing a responsible AI-assisted research ecosystem through coordinated action across these levels.

large language models, academic research, human-AI collaboration, research integrity, integration framework

Jocelyn Juliet is a writer, speaker, and self-mastery advocate dedicated to helping individuals reclaim their inner power and live with unapologetic authenticity. As the author of Self-Authority, she empowers readers to break free from external validation, redefine confidence, and create lives rooted in purpose and truth. Drawing from years of personal transformation, leadership coaching, in law enforcement and spiritual growth, Jocelyn blends practical psychology with soulful insight to guide others toward self-trust and empowerment. Her work inspires readers to not just find their voice—but to trust it, live it, and lead through. When she’s not writing or mentoring, Jocelyn can be found writing, golfing, exploring new cities, or sharing daily reflections on self-worth and personal liberation with her online community. She has won multiple awards in the leadership sector and continues to mentor others in this dynamic.

Reviewer:
Dr. Gabriele Strohschen
Professor Emerita
DePaul University

The book is available in print and kindle versions:
https://www.amazon.com/Self-Intentional-Transformation-Jocelyn-Juliet/dp/B0DZJM54JY
(2025 ISBN: 9798322377225)