Artificial technology has improved in many spheres, including large language models (LLM). It seems that text generated by LLMs might be indistinguishable from the human-written text. This research study reports on how accurately participants can identify whether a text composition is written by a human being or by a computer. Implications for teachers, assessment scholars, policymakers, and administrators are discussed.

DESIGN/METHODOLOGY/APPROACH. This is a systematic literature review of English-language peer-reviewed studies published 2020–2021, which provided empirical evidence of the impact of the pandemic on early career researcher (ECR) activity and development. The search strategy involved (a) online databases (Scopus, Web of Science, and Overton); (b) well-established higher education journals (based on Scopus classification), and (c) references in the retained articles (snowballing). The final sample included 11 papers. PURPOSE. The aim of this paper is to identify the documented effects of the COVID-19 pandemic on ECR activity, development, career prospects, and well-being. FINDINGS. The evidence shows that ECRs have been affected in terms of (a) research activity, (b) researcher development, (c) career prospects, and (d) well-being. Although many negative consequences were identified, some promising learning practices have arisen; however, these opportunities were not always fully realised. The results raise questions about differential effects across fields and possible long-term consequences where some fields and some scholars may be worse off due to priorities established as societies struggle to recover. PRACTICAL IMPLICATIONS. There is a need for revised institutional and national policies to ensure that sufficient measures are implemented to support ECRs' research work in a situation where new duties and chores were added during the pandemic. ORIGINALITY/VALUE. This paper provides insights into the impacts of the initial societal challenges of the pandemic on ECRs across disciplines that may have long-lasting effects on their academic development and well-being.

Heightened pressures to publish prolifically and secure external funding stand in stark contrast to the slow scholarship movement. This article explores ways in which research funding expectations permeate the “figured worlds” of 16 mid-career academics in education, social work, sociology, and geography in seven universities in Ontario, Canada. Participants demonstrated a steady record of research accomplishment and a commitment to social justice in their work. The analysis identified three themes related to the competing pressures these academics described in their day-to-day lives: funding, challenges, and the fast professor. Participants spoke about their research funding achievements and struggles. In some cases, they explained how their positioning, including gender and race, might have affected their research production, compared to colleagues positioned differently. Their social justice research is funded, but some suspect at a lower level than colleagues studying conventional topics. Challenges might be located in the backstage (personal and home lives) or the frontstage (university or funding agency policies or embedded in the research itself). In aiming for the impossible standards of a continuously successful research record, these individuals worked “all the time.” Advocates claim that slow scholarship is not really about going slower but rather about maintaining quality and caring in one’s work; yet, participants’ accounts suggest they perceive few options other than to perform as “fast professors.” At mid-career, they question whether and how they can keep up this aspect of their figured worlds for 20 or more years.

OBJECTIVES: Chinese people have distinctive perspectives on health and illness that are largely unrecognized in Western society. The purpose of this descriptive study was to develop a profile of Chinese immigrants’ beliefs and practices related to diet, mental and social health, and sexual health. METHODS: A quantitative survey with descriptive and correlational analyses was employed to examine 100 first-generation Chinese immigrants living in four urban centres across Canada (Vancouver, Toronto, Halifax, and St. Catharines). RESULTS: Although most Chinese immigrants preferred a Chinese diet, where they resided affected the groceries they bought and the meals they ate. Almost all participants reported their mental health was important to them and most felt comfortable discussing mental health issues with others. However, only a third would see a psychiatrist if they believed they had a mental health problem. Most participants believed social relationships were important for their health. Only a small number of participants, however, preferred making friends with mainstream Caucasian Canadians. More men than women believed sexuality contributed to health and were comfortable talking about sexual health. CONCLUSION: Chinese immigrants should be encouraged to be more engaged in the larger community in order to fully integrate themselves into Canadian society while still being encouraged to retain their healthy practices. These findings may help educators and practitioners enhance their understandings of Chinese immigrants’ perspectives on health and develop culturally competent education and services in health care and health promotion.

Abstract: There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best to teach the construction and use of such infrastructures. Résumé: Des données empiriques nous permettent de douter de l'efficacité d'une approche commune et intuitive pour enseigner des stratégies de correction de biais cognitifs dans les cours de pensée critique. Nous résumons certains de ces résultats empiriques avant de suggérer une taxonomie plus étendue de ces stratégies de correction de biais. Cette taxonomie à quatre niveaux permet un diagnostic utile de facteurs causant les biais et elle met en évidence davantage de stratégies permettant la correction plus efficace de biais, stratégies situées dans des mesures modifiant les infrastructures et les environnements cognitifs ("nudge" dans la littérature). Nous soutenons que la question porte dès lors sur les meilleures façons d'enseigner la construction et l'utilisation de ces infrastructures.

Bien que les acteurs locaux soient les premiers à subir les conséquences des changements climatiques, il ne leur est pas toujours facile de comprendre les phénomènes en cause et de faire des choix d’actions pertinents. En se basant sur des études menées au Canada et en Équateur, cet article montre à quel point il est important de connaître les besoins de formation des différentes communautés et d’adopter des approches et stratégies éducatives appropriées. Certaines approches permettent non seulement d’informer, mais aussi de favoriser l’apprentissage social, d’éclairer la prise de décision et de stimuler l’engagement. En particulier, nous proposons une approche d’adaptation aux changements climatiques basée sur les écosystèmes et la gouvernance écosystémique. Les stratégies éducatives que nous avons associées à une telle approche incluent la vulgarisation des connaissances scientifiques, la participation active des citoyens permettant le partage des savoirs locaux et le développement d’outil de visualisation sur le web.

La pédagogie, c’est-à-dire la méthode et la pratique de l’enseignement, est relationnelle et complexe, et elle dépend des conditions du moment. Si l’enseignement à distance en ligne peut sembler judicieux, le fait d’y recourir de façon systématique pour remplacer l’enseignement indique une vision étroite de l’éducation que l’on considère, à tort, comme étant une simple transmission de contenu. Selon la logique à l’œuvre dans la crise actuelle, puisque le contenu ne peut être diffusé en classe, les enseignants et leurs élèves peuvent rapidement adopter d’autres outils technologiques pour assurer l’enseignement et l’apprentissage à distance. Cette approche exige des élèves qu’ils apprennent dans une sorte de vide, et leurs parents, tuteurs ou gardiens doivent assumer le rôle des éducateurs, souvent sans avoir accès au matériel nécessaire ni à l’Internet, ou sans avoir la capacité, le temps et l’intérêt nécessaires pour faciliter l’apprentissage (Cerna, 2020; ONU, 2020).

'UNESCO's Futures of Education is a global initiative to reimagine and rethink education by 2050. Through an open consultation process involving youth, educators, civil society, governments, businesses, and other stakeholders, it will gather ideas that will shape our future. A publication on how knowledge, education and learning will look like by 2050 will be presented during the next UNESCO General Conference in November 2021. A first issue called Humanistic Futures of Learning: Perspectives from UNESCO Chairs and UNITWIN Networks has been published in January 2020. This is the first collection bringing together the perspectives of a UNESCO flagship network that holds a privileged place in the research ecosystem. Indeed, the UNESCO Chairs are uniquely positioned contribute to the global debate on the futures of education. The call for contributions generated enormous interest; UNESCO received 178 submissions by more than 400 authors. Of these, a selection of 48 reflection papers by over 100 authors from 65 institutions were selected. The main findings were presented in January 2020 at the first meeting of the International Commission on the Futures of Education. We are particularly pleased that the contributions of six of our Canadian UNESCO Chairs have been selected to contribute to the global reflection'

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.