OCIES 2021 Conference Abstracts_Final.xlsx

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1	SESSION TYPE	SESSION	NAME	INSTITUTION	CO-SPEAKERS	CONTACT EMAIL	TITLE	ABSTRACT
2	Individual	Thursday A1 session	Aarthi Srinivasan	Auckland University of Technology		aarthi.srinivasan@autuni.ac.nz	The unheard voices of paradise: A narrative inquiry to understand what influences the moral perspectives of Kashmiri youth	Education plays a fundamental role in building communities and nurturing positive human connections. Crises such as the global pandemic and social inequalities have deepened the disparity in sustained access to education. In this presentation, I highlight the influence of conflict and an unstable education system on the moral decision-making of selected Kashmiri youth. Based on a phenomenological framework and narrative methodology, preliminary findings from interviews on the experiences and opinions of selected Kashmiri youth for this study, indicate that young people are leaving Kashmir in search of better education and for a constructive learning space. Echoing the findings of similar conflict studies, the Kashmiri youth emphasise that the discouraging education system, an uncertain future, and lack of avenues to express themselves has led to the active participation of youth in the fight for freedom and peace. There is added agitation in the youth due to their disconnection from the rest of the country and world. This research raises questions on the influence of social and educational instability on their moral decision-making. It foregrounds the otherwise marginalised and silenced perspectives and voice of Kashmir’s youth. I suggest implications of this study for youth in other conflict regions.
3	Individual	Friday A2 session	Aayesha Asifa	Fiji National University	Sofia Ali, FNU	aayeshaasifa26@gmail.com	Impact of Natural Disasters on Education and Development on Small Island States: Perception of Teachers in a Fiji Primary School	This presentation will be in three parts: firstly, it will be talking about the natural disaster. A natural disaster is not manufactured, but it is through nature, and it occurs during the season. Fiji is one of those small islands that suffer natural disasters every year; hence, it has dramatically impacted education. Secondly, the primary purpose of the research was to explore the impact of natural disasters on education and development by looking at teachers' perceptions. This report used a mixed-method for data collection, which provides complete meaning data. Finally, from the findings, teachers face difficulties after natural disasters in their teaching and learning as they have a huge responsibility to cater for. Teachers believe the students are traumatized due to natural disasters in which they are affected by looking at the situation as to how they can overcome it. It has been found that students' academic performance drops down due to students' mental health. In addition, no one can plan things that natural disasters will occur soon; however, precaution measures and strategic plans can be made if a natural disaster occurs. A plan should include all the teaching and learning measures that can occur after the disaster occurs, which can help teachers and students cope with their learning progress.
4	Individual	Friday C2 session	Adeola Monty	Melbourne Graduate School of Education		adeola.monty@gmail.com	Connections in the Classroom: What are the Talk-Types used by early grade primary teachers during their mathematics lessons in the Philippines?	This presentation will report on the initial findings from Adeola’s PhD project on the instructional teaching strategies used by early grade primary teachers during their mathematics lessons in the Philippines. Specifically, the results of the discourse used by four grade 1, 2 and 3 teachers will be presented. The PhD project was influenced by the Learner’s Perspective Study, and uses video analysis to gain an understanding of the practices of classrooms in other countries.
5	Individual	Friday A4 session	Alea Ann Macam	The University of Waikato		macamaleaann@gmail.com	The changing roles and responsibilities of Filipino teachers under the Philippine Professional Standards for Teachers policy	In 2017, the Philippine Department of Education (DepEd) implemented the Philippine Professional Standards for Teachers (PPST), a policy document that articulates what constitutes teacher quality in the Philippines. In contrast to the claim of government leaders and education officials that the policy will help teachers achieve personal growth and professional development, some teachers, labour unions, and civic groups argue that the recent policy worsens the working conditions in teaching and deprofessionalise teachers. This presentation examines this tension by exploring the changing roles and responsibilities of teachers in the PPST policy, and the policy it replaced, the National Competency-Based Teacher Standards (NCBTS) through a realist thematic analysis. By bringing in a critical realist lens, the findings suggest that with the renewed roles and responsibilities of the teachers under the PPST policy, there has been an emphasis on increasing productivity and improving quality of labour to contribute to the country’s economic progress and respond to the demands of the global market. The findings of this study contribute to the widening discussion on the changing roles and responsibilities of teachers under conditions of significant change in education policies attributed to neoliberal globalisation and the economisation of education. The findings of this study are relevant in the field of Comparative and International Education where culture, globalisation, and the notion of power are areas of interest.
6	Individual	Thursday C1 session	Alvin Chand	The University of Waikato		alvinchand54@gmail.com	Weaving CLES-FS and talanoa to capture the perceptions Fijian students’ science learnings	This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students’ perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, where FS stands for Fijian students, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of Talanoa within the CLES-FS survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian Indian students. Talanoa is an exchange of ideas or thinking, whether formal or informal. The word talanoa may mean different things to different people. In Fiji, talanoa is a practice associated with conversations enabling people to relax, share knowledge, discuss information, or resolve conflicts or disputes (Farrelly & Nabobo-Baba, 2014). The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative and quantitative data. This exploratory exercise was essential learning for me as an emerging Pacific researcher to engage in research, particularly within the post-covid context.
7	Individual	Friday B1 session	Ambrose Malefoasi	The University of the South Pacific		malefoasiambrose@gmail.com	Public Participation Theory and education services delivery by EA in the Solomon Islands	In any education system, the effectiveness, efficiency and quality of the delivery of education services is fundamental. In the Solomon Islands, while the national Ministry is responsible for setting the overall policy and regulatory framework, education services are expected to be delivered by provincial level and non-governmental Education Authorities. This presentation discusses the findings of a study conducted in the Solomon Islands in 2020 exploring the effectiveness and efficiency of EA in the delivery of services to schools. The study was guided by the theory of Public Participation, which provides a framework of the elements important to effective delivery of public services (Naidoo, 2017). The study used an explanatory sequential mixed method approach that included both quantitative and qualitative methods. Quantitative survey questionnaires were used to measure opinions of rural and urban teachers and students about EA performance. These were complemented by semi-structured interviews with EA leaders to provide rich qualitative data on EA experiences in the delivery of education services, related to the framework provided PPT. The findings of the study will be shared in this presentation including discussion of the potential value of the PPT framework as a practical tool for EA to consider how to improve the effectiveness of their service delivery.
8	Individual	Thursday D3 session	Amla Wati Nand	Fiji National University	Amla Wati Nand, Sangeeta Jattan and Dropati Lal, FNU	amla.wati@fnu.ac.fj	Strengthening Resilience in Early Childhood Education (ECE) Teachers in Post COVID-19 Era	COVID-19 pandemic is a catastrophe likely to persist into the near future. Pacific countries, including Fiji now face added burden of mitigating the impacts of COVID-19 across all sectors. One of the main sectors impacted by COVID-19 pandemic was the education sector. As such, during lockdowns, nation-wide school closures, and emergency transition to remote and online teaching and learning was required. Considerations were not made regarding the capacity and capability of teachers in conducting online and remote learning. As Fiji prepares to re-open it’s schools, a better understanding of the challenges that teachers will face in transitioning students from home learning to traditional classroom-based learning is required. This will be more challenging for children at ECE level, as many students have missed out on critical social and networking skills aided through ‘play-based’ learning approaches, placing further burden on teachers. Since ECE teachers form an important bridge to foster learning, there is a need to improve adaptability and resilience in ECE teachers to support a nurturing learning environment. Therefore, the objectives of this research are firstly, to identify problems that ECE teachers will face in carrying out their roles, and secondly, to provide a clear roadmap to mitigate and increase teacher resilience in a post COVID-19 era. Themes of capacity building to use digital technologies, improving online teaching pedagogies, increasing parental engagement, and equipping teachers with skills to cope with stress and increase overall resilience will be explored further.
9	Individual	Friday A4 session	Angela Tavares de Jesus			angelatavaresdejesus9@gmail.com	The Effectiveness of Higher Education Policy Implementation in Timor-Leste. What can we do more?	Since Timor-Leste gained its full independence in 2002, many universities have been established. To regulate these institutions, the Ministry of Education developed the National Education Policy in 2007 that is aimed to reform management and administration services of higher education. It also focuses on the improvement of higher education institutions including the capabilities of inspectors of academic institutions. The policy is more specified in the National Strategic Plan that is to build social and economic development in Timor-Leste through advanced skills and knowledge. In achieving the goal, it is expected to complete five main results which obtain high-quality management system in university and an effective establishment of quality assurance including staffed by high skilled lecturers, establishing an effective polytechnic system and increase students’ participation and completion. In the same document, the Ministry of Education additionally expects to develop a comprehensive scheme of higher education expansions that are regulated by the quality standards according to the reform leading in contributing to the development of the country. Although the policy of higher education is well established, its implementation is questionable, this present study will look closely at what needs to be considered in the successful implementation of the policy by reviewing related literature from theoretical perspectives. Then, it will argue that connecting the policy to a wider socio-economic environment aligned with the development agenda is essential in terms of successful policy implementation. This needs to proceed into the curriculum, pedagogy, and assessment in universities. A further argument is implementing quality assurance in universities promotes the achievement of its aims. Quality assurance potentially delivers a comprehensive evaluation of whether these universities attain their educational outcome based on the goal of higher education policy.
10	Tok Stori or Talanoa	Friday C1 session	Artila Devi	Catalpa International	Sarah Treadgold, Catalpa International; Rajni Chand, USP	artila@catalpa.io	What should we take and what should we leave from elearning setup in response to the COVID19 pandemic	What should we take and what should we leave from elearning setup in response to the COVID19 pandemic: During the COVID19 pandemic elearning programmes were launched or scaled-up to support continuity of learning while many countries went into extended lockdown periods. This talanoa session will explore a range of elearning programmes from the Pacific that were launched during this time to unpack what worked well and what was challenging for the respective programs. At the same time, panelists will closely examine the different kinds of learning afforded in a virtual model and how we might better create connections/ meaningful educational experiences in online learning environments. Questions about gender and inclusive practices in elearning roll-outs will be discussed. Discussants will be asked to share stories and lessons on what we should be sure to remember about elearning programs once travel and face-to-face is an option again.
11	Individual	Thursday B4 session	Ashyana Nisha	Fiji National University	Fameeza Mosmeen Dean, Teacher; Shomal Prabhashni Chandra ,Teacher; Sofia Ali FNU	nishaashyana@gmail.com	Challenges in Curriculum Reforms in the Pacific island	Change is vital for the progress of any individual, group or organization and education is seen as the single most important ingredient of the change process. Since education is basically a preparation for life, reforms in education is an incessant process reflecting life’s changing necessities. The Fiji education system has experienced many vicissitudes in the areas of curriculum. These inevitable changes in the education system require educators to be conversant with the changes for better implementation. The inevitability of change in education demands that education systems strategize well in order to respond effectively to various changes. These curriculum reforms have either been positively or negatively accepted by educators. Teachers have a positive attitude towards the innovation; however, these abrupt changes seem to have affected some teachers in successfully implementing these reforms in classrooms. The roles and functions become more challenging and demanding as teachers have to respond more effectively not only to the systemic changes but also to the radically changing nature of learners of the 21st century. Developing and initiating a new curriculum does not guarantee that challenges and difficulties will be evaded. It would be irrational to expect teachers to easily accept educational reforms without any objections. Contradictory to this, Fiji’s curriculum is highly centralized. Center-peripheral approach is practiced in Fiji’s curriculum development whereby curriculum is developed by one set of people and implemented by another. The various extensive and small scale reforms in curriculum demand teachers to be more conversant in order to respond effectively to these changes. In the quest of adapting a responsive curriculum, it is paramount that teachers’ perceptions and attitude towards curriculum reforms are duly considered.
12	Keynote	Keynote Thursday	Carl Mika	University of Canterbury			Being and convergence within wā: Excessive and stupendous interconnection	One way of explaining the deep interconnection between things in the world is through the Māori term wā. In this keynote, I consider some of the intricacies of interconnection and its existence in wā, which embraces the non-/human, the in/visible, and the ir/rational. Nearly all of my writing so far has focused on the first principle of interconnection from a Māori perspective; more recently, I have turned to wā for some further speculative impetus. Wā is mostly translated as ‘time and space’, but I argue that the use of those terms immediately imposes a colonising gloss by separating things in the world from each other. Instead, I suggest there are other ways of referring to wā so that it retains, as far as possible, its holistic sense. Where wā is now thought of as orderly and linear because it is paired with ‘time’ and ‘space’, I borrow Bergson’s (2010) term ‘duration’. Understanding it differently from him in the Māori context (although liking the term), and expanding on a recent paper of mine that considers wā (see Mika, forthcoming), I speculate that wā can refer to the overwhelming convergence of all things in the world: they are in the sphere of the Now. In Now-ness, things are stupendous rather than manageable: excessive rather than knowable. In wā, as with several other Māori phenomena, then, the self is repositioned within the dramatic current of the All rather than ejected from it.
13	Individual	Thursday C2 session	Carol Mutch	The University of Auckland		c.mutch@auckland.ac.nz	COVID-19 and the exacerbation of educational inequalities in Aotearoa New Zealand	When the novel coronavirus, Covid-19, arrived in Aotearoa New Zealand in early 2020, the response was “to go fast and go hard”. This directive meant closing the borders and, on 25 March 2020, putting the entire country into full lockdown. Schools had a short period of time to get ready to offer online learning. A survey of schools showed that only half the schools in the country felt that their students would be able to access online learning. The Ministry of Education hurriedly put some measures in place but in many cases it was up to schools to access and deliver devices to homes, lobby with telecommunications companies, prepare printed packs and learning materials – and as the lockdown began to bite, boxes of food and basic supplies. This presentation draws on a research project that sought to record schools’ experiences of Covid-19. The initial interviews were undertaken in mid-2020 and as the pandemic continued, further rounds of interviews were undertaken in late 2020 and at several points in 2021, especially as Auckland faced more regional lockdowns. In this presentation, I will share how the pandemic highlighted the country’s social, economic and educational divide and the ways in which schools attempted to redress the exacerbation of inequities that students, families and communities faced.
14	Panel/ Symposium session	Wednesday: NERF Pre-conference workshop	Donella Cobb	The University of Waikato	Vicky Beckwith, Swati Gulati, Mellisa Chin, Benjamin Levy, Alea Ann Macam, Dwi Purwestri, Tanya Saxena, Tepora Afamasaga Wright - Centre for Global Studies in Education at the University of Waikato	donella.cobb@waikato.ac.nz	An Exploration of Researcher Positionality: Emerging Researcher Perspectives	The ability to articulate one’s positionality as a researcher is a crucial part of social research. This is particularly important in the field of Comparative and International Education where context, culture, and notions of power often underpin much of this work. Yet, what is meant by researcher positionality is seldom articulated and rarely discussed within Comparative and International Education literature. What’s more, researcher positionality has a multiplicity of meanings and is always being re-negotiated, making it challenging for EmergingResearchers to navigate this muddied, cluttered and unfamiliar terrain. In this symposium, eight early career researchers from the University of Waikato’s Centre of Global Studies in Education examine their own researcher positionality within the context of their postgraduate research. They draw attention to the different conceptualisations of researcher positionality, and uncover the tensions, challenges and questions that this exploration of their own researcher positionality has raised. This presentation offers personal insights and storying as a way to bring greater clarity to the notion of researcher positionality within the field of Comparative and International Education.
15	Individual	Thursday D4 session	Dropati Lal	Fiji National University		dropati.lal@fnu.ac.fj	Post COVID-19: Reviving Early Childhood Education from Digital Darkness for Trainee Teachers at Fiji National University.	Higher education was severely impacted by the COVID-19 pandemic, with universities closing their doors and government closing their borders in reaction to covid-19 restriction measures in Fiji. Although universities were fast to substitute face-to-face classes with online teaching and learning, it had various impacts on students social and emotional status. The trainee teachers at Fiji National University are located all over Fiji Islands which poses a connectivity challenge for their teaching and learning. Thus, this study will examine how early childhood trainee teachers at Fiji National University overcome digital darkness because of technology advancements during the post COVID- 19 pandemic. The pandemic brought overnight changes for the students, and teachers at all levels. Schools have been obliged to quickly adapt to online learning from classroom learning, students listening to recorded lectures, adapted classes through Zoom platform, presented assignments, tutorials, and workshops online, practicum through seesaw app, and opted for exams as alternative assessment. Trainee teachers faced so many challenges during post COVID-19 pandemic with connectivity issues, financial constrain, domestic violence, families losing jobs, stressful life and many more while learning from home. Post COVID-19 revived the trainee teachers from digital darkness in order to learn and teach. This research will have future implications on trainee teachers once they return to face-to-face classes allowing educators to adapt to their needs and availability.
16	Individual	Friday B3 session	Emela Fenmachi	The University of Waikato		fenmachiemela@yahoo.com	Parents as Partners: Rethinking Strategies for Parental involvement to foster children’s learning and development.	Early studies on child development in Africa were based on testing the cross-cultural validity of theories developed “in the West,” and searching for universals (Marfo & Serpell, 2014). Thus, a common approach in educational research in developing countries is to undertake analysis from a Western theoretical frame. On the contrary, understanding that development varies from one culture to another, context-sensitive early childhood pedagogy as well as an appreciation of diverse knowledge is crucial (Marfo & Serpell, 2014; Nsamenang, 2006). This presentation draws on data from research in two ECE settings in Cameroon (one private and one public), to highlight African conceptions of childrearing and the roles and responsibilities of the child, family, and community in children’s upbringing. It then discusses examples of parental involvement in early childhood learning in both ECE settings and considers approaches in which teachers can work alongside parents as partners, acknowledging the expertise of all members of the partnership (Goodall, 2017).
17	Workshop session	Friday A3 session	Emma Cunningham	Manukau Institute of Technology	Lindsay Fish, Bethlehem Tertiary Institute; Maggie Flavell, Victoria University of Wellington	emma.cunningham@manukau.ac.nz	Embracing discomfort to reimagine and strengthen educational connections.	In our interactive workshop we expand our understandings of how a Communities of Practice (CoP) framework (Wenger, 1998) helps us reimagine our connections between schools and the communities they serve. We explore what can be learnt by applying a CoP lens to support how communities, students and teachers work together with a common focus on supporting students with educational success. Drawing on our respective studies (which encompass Pacific and Māori learners at primary and secondary level in Aotearoa), we use CoP to demonstrate how existing practices, despite their intentions, can create inequitable relationships which place whānau and their communities on the peripheral of decision making. During the workshop, we raise key questions for discussion: · How effective is CoP in highlighting how to address inequity in the way teachers work with minoritised learners and whānau? How might attention to indigenous frameworks disrupt what is currently happening in CoP in order to develop more productive relationships? · What shifts need to happen in school practices and in the individual approaches of teachers so that connections between teachers, learners and communities are strengthened for educational success? In reimagining how to strengthen connections, we believe teachers and school leaders must learn to sit with discomfort as they consider how to create genuinely collaborative and productive relationships. In this workshop, participants will explore what this discomfort might look like in their own contexts, and what benefits may unfold if, as educators, we are willing to embrace it.
18	Individual	Friday D4 session	Fereal Ibrahim	Fiji National University	Sofia Ali & Sangeeta Nath, Fiji National University	fereal.ibrahim@fnu.ac.fj	Perceptions and Experiences of Online Learning and Teaching during the Second Phase of COVID-19 Pandemic: A Study of Fijian In-service Teachers of Fiji National University.	The Coronavirus (COVID-19) pandemic brought havoc on people’s lives, health, and Education system worldwide. The COVID-19 second wave of the pandemic has placed enormous challenges globally, affecting nearly all countries. In the education field, this crisis has led to the suspension of face-to-face activities of Educational Institutions (UNESCO,2020). The physical closure of educational institutions due to the second wave of the COVID-19 pandemic accelerated the digitalization of teaching. Fiji National University took proactive measures in offering the units to the virtual learning environment. This paper aims to provide an overview of the research conducted on Fijian In-service Teachers’ Perception and Experiences on Online learning from Fiji National University during the second wave of the COVID-19 pandemic. We will have three speakers as presenters. The presentation of the paper is structured into three folds. The first part of the paper provides the overview of the research study. The second part of the paper discusses the findings on the various forms of online learning modes adopted by the Fijian in-service teachers and the perceptions of In-Service teachers on online learning during the COVID-19 pandemic. The third part accentuates on the challenges faced by the In-Service teachers in adapting to the online learning process during the COVID-19 pandemic. Finally, the paper argues that the findings from this study will provide implications for the College and educators to enhance students’ online learning satisfaction.
19	Individual	Thursday A2 session	Irene Paulsen	Auckland UniServices Limited	Stanley Houma & Elaine Umali, Auckland UniServices Limited	paulsen.irene@gmail.com	Managing and sustaining an aid education project in the midst of diverse and complex circumstances: a case study of the Leaders and Education Authorities Project (LEAP) in Solomon Islands.	Many developing countries benefit from donor assistance provided by developed countries, international agencies, and philanthropic organizations. However, while donors have good intentions in providing financial and technical support, the delivery of such supports often face management and coordination challenges, some of which may be contextual, socio-cultural and or logistical. With Covid-19, these challenges became even more pronounced with most of the project team working remotely in the final six months of project implementation. Combined or taken individually, these challenges may prove either facilitative or inhibitive to achieving project outcomes. The success of a project often depends on responsive and adaptive management by managers located both off-site and on the ground. In this presentation, we will examine our experiences of managing an education aid project delivered in the Solomon Islands from 2017 to 2020 to identify lessons learned from the experience and to share with others some lessons for improving the implementation of future aid projects. Using the Leaders and Education Authorities Project (LEAP) as a case study, we will discuss the concept of emergent project management (Ramaprasad and Prakash, 2003) as an alternative model to traditional, top-down approaches to managing aid projects more effectively. Critical to the emergent project management approach is the use of Design-based Research (DBR) (Anderson and Shattuck, 2012; Jesson and Spratt, 2017) and adaptive mentorship (Ralph and Walker, 2010) methodologies to generate knowledge to direct programme implementation, acknowledging sensitivities to and appreciation of the nuances and complexities of cultural, linguistic, and socio-economic factors and contexts. Whilst the LEAP project has achieved some significant achievements, the project has also had its share of challenges (LEAP Final report, Jan2020). We will discuss these challenges, particularly those related to the implementation phase and ways of working effectively with multiple project partners and stakeholders. The information presented were drawn from an analysis of key project documents, reviews of relevant literature, feedback from key program stakeholders as well as drawing from the presenter’s experiences and observations.
20	Individual	Thursday B2 Session	J.D. Parker	University of Hawaii at Mānoa		parker39@hawaii.edu	Understanding human rights education teacher training in Japan: Local level implementation of internationally popular models	A focus on human rights education (HRE) is growing in countries around the globe. Even with the mention of HRE in the Universal Human Rights Declaration in 1948, HRE has only gained major momentum since the end of the Cold War in the 1990s (Bajaj, 2017). As the popularity of framing education as a ‘human right’ expands, equally does the push to teach students about the content and processes attached to teaching human rights (Bajaj, 2017). Despite HRE being a relatively young phenomenon, the history of HRE in Japan offers a unique situation where long-standing national and local policies on HRE were abandoned and replaced with internationally initiated programs supported by influential international organizations like the United Nations, UNESCO, and UNICEF. Teacher training provides a valuable vantage point to investigate how HRE is being taught in schools in Japan. Previous research on teacher-training programs has suggested an inadequacy in preparing future in how to deal with students from low-income and minority backgrounds (Gordon and LeTendre, 2010). This study attempts to better understand how teacher training practices in Japan are addressing local needs in a unique societal context where when claiming one’s own rights, individuals must also consider the rights of others (Takeda, 2012). This inquiry into the policies and practices meant to train and educate teachers on HRE in Japan is found at the intersection of domestic and global contexts.
21	Individual	Friday B1 session	Jamba Tobden	Auckland University of Technology		jambatobden@gmail.com	Gross National Happiness and challenges for good governance in Bhutan: Implications for education	Nations, institutions and researchers around the world are increasingly demanding their governments set out a systemic change to humanize the present order of the world. In Bhutan, the introduction of a Gross National Happiness (GNH) framework is a deliberate attempt to embed Bhutanese values into national governance structures. For us in Bhutan, GNH provides the clarity of what it means to be a politician, a public servant, and an individual human being, and that clarity is primarily the need to pursue everything in moderation, and the need to provide policy, focus and sharpness. The nation-wide happiness index is constructed every five years, and all policies are screened through GNH screening tools. Several surveys and studies from Bhutan as well internationally indicate that happiness and wellbeing is thriving in Bhutan. However, an area that has declined dramatically during the last decade is related to the performance of the government under the good governance domain. This presentation draws on interviews with key policy actors to examine a significantly understudied context as it explores the nature of GNH, and outlines early findings of two key challenges for policy architects as they seek to implement happiness-focused governance policies. I conclude by offering observations on educational implications for countries seeking to replicate a national focus on happiness and good governance through education.
22	Tok Stori or Talanoa	Friday B2 session	Jasmine Mohammed	Fiji National University	Victor Alasa, Fereal Ibrahim, Rohini Chand, Fabiano Tikoinavuso, Ratish Chand - Fiji National University	jasmine.mohammed@fnu.ac.fj	The Shifting Landscape of Teaching and Learning in a Post Covid-19 Era. A Tok Stori about the Challenges in Fiji/Pacific through a Gender Lens.	Tok Stori is a research methodology rooted in the Melanesian Pacific relational mode of communication, capturing a range of experiences. It is a Melanesian expression of commitment to togetherness demonstrated by engaging in a Stori, in the sense of a shared narrative that dialogically constructs reality (Sanga et al., 2018). Stori, in this context, encourages a range of conversational activities, including telling jokes, anecdotes, discussing local gossip and relating events of historical significance. With a flexible embodiment of the process, Tok Stori can contribute to a wide variety of research areas. The potential contribution of Tok Stori, in a non-traditional context, and particularly to gender studies and education, is yet to be explored. This paper aims to conduct a virtual Tok Stori session (90-120 mins.) in the English language to investigate the challenges of online teaching and learning through a gender lens. We will invite twelve to sixteen male and female participants from the Pacific (and Global South) to share their experiences. Two moderators from the Fiji National University, a male and female, supported by two assistants, will facilitate the Tok Stori session using four different Breakout sessions. The sessions will be live and recorded for further thematic analyses and reporting. Story-eliciting cues and questions that will guide the Tok Stori include expected and performed (gender roles), type and extent of family/spousal support provided and how participants felt about their (gendered) roles in the face of online teaching and learning during the pandemic. The Tok Stori will enable researchers and participants to softly approach the sensitive concept of gender in education by fostering strategic conversations with invited male and female participants. We will draw implications for quality, safe and equitable teaching and learning experiences from the narratives to inform educational policy in the small island developing nations in the Pacific region (and in the Global South).
23	Invited Speaker	Friday C4 session	Jason Beech	Monash University			Learning to live together? Self, community and environment in global educational discourse.	TBC
24	Individual	Friday C2 session	Jennifer Cutri	Monash University		jennifer.cutri@monash.edu	Capturing the experience of international Chinese students in Australian higher education through a cultural perspective	A diverse arena of international schooling has emerged at the turn of the late century. Contemporary processes of globalisation have fuelled the demand for English language-driven international education beyond Western expatriate communities in non-Anglophone countries (Bunnell 2020; 2021, Bunnell & Poole, 2021, Hayden & Thompson, 2018, Poole, 2021, Wright et al., 2021, Wu & Koh, 2021). Consequently, my research explores a particular international school in China that delivers the Australian Victorian Certificate of Education (VCE) to local Chinese students. Such students aspire to study abroad at foreign, mainly English-speaking, universities. By discussing the Chinese students’ perspectives, I highlight the intersection of how globalisation processes and the influence of the local culture drive transformations in research through the example of Sino-Australian international education. I present the voices of local Chinese students studying the VCE in China. I analyse their experiences through the lens of cultural logic, moving away from Western discourses and how this sociologically contributes to international education research. I draw on Aihwa Ong’s (1999) concept of cultural logic, which is embedded into my theoretical framework of Global Ethnography. Cultural logic is utilised to provide an angle of inquiry informed by non-Anglophonic vantage points, focusing on Asian perspectives. Based on this analytical frame, I present three key findings of how the Chinese international students’ motivations for international education is grounded in the three Chinese attributes of quality (sùzhì, 素质), face (miànzi, 面子), and filial piety (xiào, 孝).
25	Individual	Thursday C1 session	Jeremy Dorovolomo	The University of the South Pacific	siuta Laulaupea'alu, University of Waikato; Patricia Rodie, Solomon Islands National University; Loriza Zinnie Rafiq, USP; Billy Fito'o, USP	jeremy.dorovolomo@usp.ac.fj	Social capital is critical to the perseverance at university during COVID-19: A group of Pasifika students at New Zealand and Solomon Islands students.	This study aims to investigate the social capital of a group of Pasifika university students in New Zealand and Solomon Islands students based in Fiji and Solomon Islands during COVID-19 and the contribution it may have on the perseverance of these participants in their studies. Social capital, which is interested in building relationships and networks to deal with collective issues in the present and future, provided the framework to analyse work done by Dorovolomo, Rodie, Fito’o and Rafiq on Solomon Islands students and on Laulaupea’alu’s study of Pasifika students in New Zealand. Tokstori was utilised to collect data from Solomon Islands students, while the talanoa was used in the New Zealand study. It was found that communication with fellow students often via digital communication, interaction with staff that are supportive, getting in touch with the family, and being able to follow protective practices as a consequence of COVID-19 helped in their success as students. Being able to tap the social resources within these social spaces helped build perseverance, resilience and strong social capital. This has implications for individuals, student communities, and institutions to consciously strengthen social networks among students during a crisis such as the COVID-19 pandemic.
26	Individual	Withdrawn	John Iromea	The University of Sydney		jiro8728@uni.sydney.edu.au	Pedagogical leadership for quality schooling: Exploring tok-stori practices in the Solomon Islands	School leaders around the world perform a variety of leadership tasks for the purpose of supporting effective schooling. Therefore, this paper reports on findings from a mixed methods study of one particular important group of school leaders—principals—and perceptions of their leadership roles and practices towards increased quality education. The paper begins by highlighting one of the prominent roles that principals play in leadership, especially in the case of the Solomon Islands, exploring recent initiatives to develop educational leadership nationwide. It then draws on surveys (n=65) and interviews (n=30) collected with teachers, deputy principals, and principals at five focal schools to explore local perceptions of principals’ pedagogical leadership roles and practices. The findings suggest that pedagogical leadership is conceptualised in ways unique to the Pacific Islands, and the Solomon Islands, most specifically. The paper proposes several suggestions of ways in which education actors can re-imagine and strengthen pedagogical leadership practices to improve education policy development and implementation in the Solomon Islands. These recommendations are grounded in the local context, not merely from external sources, and therefore take into account the cultural, historical, geographical, and economic conditions that may enable future success in improving education policies on access, equity, and quality. In sum, the paper aims to make a significant contribution to research and practice on principals as key educational leaders in advancing education and development in the Solomon Islands, small states, and beyond.
27	Tok Stori or Talanoa	Thursday A4 session	Kara Chesal	Catalpa International	Ligia Guterres, Catalpa International; Ellis Silas, Vanuatu Skills Programme; Anthony Bailey, Independent	kara@catalpa.io	Will the COVID-19 pandemic permanently shift implementation in education aid to be more locally-led?	This talanoa will encourage discussants to comment on the day-to-day realities of implementing donor-funded education projects in Asia-Pacific. The COVID-19 pandemic resulted in very limited global travel which meant that many international advisors were evacuated to their home countries or unable to deploy to serve in new positions. In some countries, this made space for locally-led development to flourish. In others, it required development partners and implementers to rethink how they engaged. In this session, we will reflect on the ways the pandemic has advanced locally-led development and shifted traditional aid paradigms. This talanoa will include representatives from ministries, NGO staff, and donor partners.
28	Individual	Thursday B4 session	Kasanita Nayasi	Fiji National University	Varanisese Tagimaucia & Ilisapeci Qabale, FNU	kasanita.nayasi@fnu.ac.fj	Culturally undemocratic classrooms, culturally irrelevant and unresponsive teaching and learning in Fiji’s primary schools: A survey of FNU pre-service teachers’ experience in primary schooling - achieving SDG4.7	Fiji, like most Pacific Island Countries; has been a victim of colonial policies and educational systems. Efforts at decolonizing the academy has been slow and the formal education system remains Eurocentric. This research will look into how culturally inclusive and sustainable learning environments can be fostered through culturally democratic classrooms, culturally relevant content and culturally responsive pedagogies. It also hopes to identify gaps in the current teacher training program and provide proactive recommendations to achieving culturally inclusive teaching and learning environments. This research will use both Primary and secondary data collection methods. A qualitative approach through the use of questionnaires, interviews and talanoa will be used to collect primary data. Secondary data collection in the form of literature review on relevant studies carried out in the Pacific will also be conducted. Data will be analyzed through content and narrative analysis. Pacific indigenous people think, communicate and learn in different ways; this paper will hope for a standard shift in the Curriculum and teaching methods used in Fiji’s classrooms if SDG4.7 is to be achieved by 2030.
29	Individual	Thursday C3 session	Kathrine Gutierrez	University of Guam	Genevieve Leon Guerrero & Alicia Cruz Aguon, University of Guam	gutierrezk@triton.uog.edu	Expanding and Centering Educational Programs Nested in a Cultural Context.	This presentation will describe the importance of current and future university initiatives that emphasizes expanding educational research programs, and the significance to the community and cultural context. The presenters will speak about their institution and present the historical progression of its creation and current initiatives. The presenters will extend conversation on looking ahead for the future of education and to engage in intentional actions to prepare educational and community leaders, global citizens, cognizant of promoting, preserving, and respecting cultural perspectives, values, and customs. The presenters refer to the CHamoru[1] expressions of aomenta/aomementa (to expand/expanding) and na’entalo (centering) in part of developing programs that anchor culture, community, and defining the “local” context in its program initiatives to advance an institutional vision; a vision centered on “transforming lives, advancing communities” (UOG, 2021[2]). [1] CHamoru in this sentence is referring to the language of Guam. [2] University of Guam. (2021). Para Hulo’ Strategic Plan 2019-2024 [Overview. Mission, Vision, Values webpage].Mangilao, GU: University of Guam. Available at: https://www.uog.edu/parahulo/mission-vision-values
30	Individual	Friday B3 session	Khemendra Kumar	Fiji National University		Khemendra.kumar@fnu.ac.fj	The Changing Taste of Reading- a Case Study	Stephen Krashen claims that we learn to read by reading and other aspects of literacy competence are the result of meaningful reading. Reading storybooks written in the target language leads to reading, reading leads to literacy. This eventually leads to a successful reading cycle. The above notion of reading cycle is upheld in both qualitative and quantitative research. But in Fiji, media stories express concern about the state of reading in recent years. This case study was carried to ascertain the reading habits of students in Fiji primary schools. The outcome shows that the reading habits and the genre has changed significantly. In this paper, I will discuss these two aspects as my findings with an argument that students read but their taste of reading storybooks in primary schools has changed.
31	Individual	Withdrawn	Kirk Weeden	Monash University		kirk.weeden1@monash.edu	Let’s listen…but to whom? The politics of classroom talk in a post-truth era	The post-truth condition challenges our collective response to global environmental and social problems. The apparent privileging of opinion over facts has given rise to concerns about the undermining of institutional expertise. At the heart of the current epistemological crisis then is an invitation to think about the politics of voice. One way that voice is embodied in educational practice is in classroom discourse. As educators across the world imagine ways to respond to the contest over ideological prominence and legitimacy, they might consider the ways in which approaches to classroom talk signal particular political subjectivities. How, for example, might the absence of classroom discussion or teacher-dominated discussion impact the way students view other authority figures in broader society? This presentation sets out to sketch some possible answers to these questions through a comparative review of education policy statements in Australia and abroad. In particular, it considers the ways in which teachers are increasingly positioned as experts in classrooms, reflects on what this might mean for the nature of classroom talk, and speculates about the resulting wider democratic implications.
32	Individual	Thursday D4 session	Lasarusa Daveta	Fiji National University		lasarusa.daveta@fnu.ac.fj	Factors that Impact Academic Performance of Hostel Students at FNU Natabua Campus	In comparison to primary and secondary education, academic performance at tertiary level has proven to be more challenging with more factors at play that influence a student’s ability to excel academically. This study focuses specifically on students residing at the Fiji National University hostel at Natabua Campus, highlighting factors that affect their academic performance. In carrying out this study, both qualitative and quantitative research methods were used for the purpose of achieving balance and also to provide a more accurate analysis of the students’ situation. 60 questionnaires were evenly distributed to 30 females and 30 male students to gauge the impact of the above factors on their studies. Out of the issues raised, the author focuses on the four main issues these being diet, availability and access to resources, shared accommodation and allowance issues. The research also discovered that, while there were existing issues, COVID-19 exacerbated these problems. Students began lacking financial support from their families some of whom had been affected by the pandemic in terms of job losses and reduced hours. Quality of diet was compromised and students found themselves deprived of certain resources post pandemic. The author in analyzing the response from the 60 students gives a clearer picture of the situation faced by the students. To strengthen and support the author’s findings and arguments, a literature review was also conducted. It also serves as the basis for recommendations suggested by the author to resolve these issues in order to enhance academic performance.
33	Individual	Thursday A1 session	Ma Mya Aye	Victoria University of Wellington	Liyun Wendy Choo, University of Auckland	ayemam@myvuw.ac.nz	Re(creating) Positive Forms of Co-existence and Interconnectedness: Private Tertiary Education in Myanmar in Time of Crises	The purpose of this paper is to explore the role of private tertiary education in re(creating) positive forms of co-existence and interconnectedness for young people in Myanmar after the 1 February 2021 coup. Private education is often thought to be exclusive and catering for the rich, while private educational bodies are often assumed to be registered businesses selling a more promising education than what the government can offer. This paper challenges these common assumptions about private education using the case study of private tertiary educational provision in Myanmar during this turbulent period. Since the military coup, the country has been plagued with a variety of crosscutting political, health, economic and education crises. Its public education faces challenges from both a worsening Covid-19 pandemic and a growing civil disobedience movement. Tertiary students across the country have boycotted public colleges and universities to protest the military takeover of government. During this difficult time, the availability of private education of different forms has opened up a range of alternative options for tertiary students to connect and socialise with others, and continue their learning through education. Drawing on a thematic analysis of secondary data sources such as news articles, reports and organizational data, this paper explores the opportunities to re(create) positive forms of co-existence and interconnectedness the private education sector offers to different groups of young people in Myanmar.
34	Keynote	Friday Keynote	Marcia McKenzie	University of Melbourne			Global Studies and Climate Change Education Policy	This presentation will share theoretical and methodological approaches from two current studies of intergovernmental processes of climate change education policy development. This work is broadly informed by social and geographic theories of international organizations, network governance, policy mobilities, affect, and materialities of place; as applied to better understanding and informing global policy development and enactment. While one project aims to contribute scholarly understandings on the roles of policy actors in shaping the directions and mobilities of UN policy programs on climate change education (e.g., UN Secretariats, government ministries and negotiators, academic policy experts, NGOs, youth); the other is a $4.5 million partnership project with over 80 partners, including UN agencies as advisory committee members. With both studies as forms of critical policy research, the latter takes a ‘strategic methodology’ approach to advancing climate action through research-policy partnership. Discussion of these initiatives will consider implications for education, climate policy, and policy research.
35	Individual	Friday C2 session	Marie Quinn	University of Technology Sydney		marie.quinn@uts.edu.au	Whose work are you reading? A citation analysis of research in Timor-Leste	The phenomenon of English as an academic lingua franca means that English-speaking academics rarely need to venture into non-English texts. However, in the case of research in the education and language fields in Timor-Leste, academic reporting appears predominantly in Portuguese, with English as a significant second research language and other languages ignored by many writers. Yet multilingual research settings present the challenge of moving between "centre" and "peripheral" language in order to draw on the accumulated research and knowledge about research settings, and for researchers to consider how they will engage with multiple languages. This paper presents the results of a citation analysis of a sample of academic research items from 1999 to 2020. Findings indicate that self-citation within language is high among researchers, often ignoring work from other languages. Such practices risk building knowledge of the Timorese context in incomplete ways. This study suggests that researchers need to read widely and across research contexts, and also suggests how technological tools might help to alleviate some of the barriers to inter-language communication around research.
36	Tok Stori or Talanoa	Thursday B3 session	Martyn Reynolds	Victoria University of Wellington	Kabini Sanga, Victoria University of Wellington; David Fa'avae Waikato University; Se'eula Johansson-Fua USP; Richard Robyns USP; Danny Jim, RMI	msdfreynolds@gmail.com	Leadership negotiations in education: Stories from Oceania	This panel, convened in person and online, leverages the relationships between members of a tri-partite research endeavour examining leadership in education. It draws on research in three jurisdictions: Marshall Islands, Tonga and Solomon Islands. During the panel, stories will be shared about how school leaders understand their leadership role, how institutionally framed leadership intersects with customary or traditional forms, and what can be learned from the ways leaders navigate in community through interconnectivity. In addition, there will be opportunity for discussion of the methodologies employed. These privilege the oracies of each location; a move designed to honour and learn from the day-to-day experiences of national school leaders as they serve their people through leadership. Moreover, by sharing experiences of leadership practices, the panel members continue to be inspired by the Re-thinking Education in the Pacific by Pacific People vaka that set sail 20 years ago and continues to invigorate education leaders in Oceania.
37	Individual	Friday A1 session	Matthew Thomas	The University of Sydney		matthew.thomas@sydney.edu.au	Leveraging global education policy networks: The rise of a new international development actor	Many different organisations are involved in education and international development around the world, particularly in lower-income economies. For decades, familiar international financial institutions, foreign donors, philanthropies, and multilateral and non-governmental organisations have maintained prominent roles in the field. In recent years, however, new global education policy networks and constellations of organisations have emerged that function in unique ways but nonetheless seek to effect educational changes across national boundaries. This paper examines the means through which one primarily domestic educational organization has strategically re-positioned itself to become a major player in international education development. The study employs digital ethnography to investigate the various analogue and digital spaces utilised by the organisation to gain access to powerful international actors, promote and disseminate information about organisational programming, and attract political, economic, and symbolic support. The findings highlight the cumulative power of social and cultural capital in asserting organisational presence and prominence across spaces as well as the pivotal role of using particular discourses of both international development and corporate culture. The paper argues that more attention to the processes and networks through which actors emerge and increase their impact is necessary, such that careful and concerted actions can be taken to ensure ‘development’ work does no harm.
38	Individual	Thursday A2 session	Meleana Koloto	Victoria University of Wellington		meleanakoloto@gmail.com	Inclusive special education policy and practice through a Tongan lens	Inclusive Education (IE) in Tonga requires greater attention and research. Based on my doctoral study on IE in Tonga, this paper examines the current IE policy in Tonga and how it is implemented. Focusing on Tongan families of, and individuals with special needs, this paper explores the stories and experiences of study participants in accessing education in Tonga. Further, the study investigates how Tongan families support the education and development of their members with special needs. Findings highlight that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian Faith play key roles in how Tongan families perceive and care for their members with special needs. Moreover, families perceive their member as a tāpuaki mei he ‘Otua – a blessing from God. The study further points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula in the development of an inclusive special education policy that is culturally appropriate for the education of individuals with special needs in Tonga.
39	Tok Stori or Talanoa	Thursday B1 session	Mo'ale 'Otunuku	The University of the South Pacific	Heti Veikune, Teukava Finau, Seu'ula Johansson-Fua USP, Pip Arnold Karekare Education	moale.otunuku@usp.ac.fj	Reflections on Collaborative Approaches to Enhancing Numeracy, Language and Literacy Learning in Tonga	This Talanoa session is an opportunity to reflect on, and generate shared learnings from, ongoing collaborative efforts in Tonga to enhance students’ learning of language, literacy, and numeracy, and to explore more contextually, culturally relevant models of teacher and school leader professional learning and development (PLD). The Talanoa will involve contributors from the Tongan Ministry of Education and Training (MET), the Tongan Institute of Education (TIOE), the Institute of Education (IOE) of the University of the South Pacific, the University of Auckland and others. With funding support from the Government of Aotearoa New Zealand, these partners have been working together for several years to foster sustainable capability at Ministry and school level for the teaching of literacy, language and numeracy. Contributors will share reflections on how Tongan culture and values, as captured in the guiding framework of Fai’ako Ma’a Tonga (Johansson-Fua, 2008), have been embedded within PLD approaches and the implications of working in this way. Learnings from efforts to enhance numeracy teaching will be shared, including findings from design-based research undertaken in primary classrooms. Contributors will discuss how approaches for enhancing language and literacy teaching and learning are now being embedded in the system. The collaborative model of research-based design and implementation involving multiple-stakeholders will also be discussed, including reflection on the opportunities afforded by the covid-19 pandemic for new ways of working and implications for sustainability. While focused on the case of Tonga, the discussion will have relevance for efforts across the wider region in developing culturally and contextually appropriate pedagogies, resources, sustainable models of PLD, and collaborative research-practice approaches.
40	Individual	Thursday A1 session	Mohammad Afsar Alam	Fiji National University	Mohammad Afsar Alam & Mumtaz Alam, Fiji National University	mohammad.alam@fnu.ac.fj	Educational Needs and Opportunities for Refugees and Immigrants: A Geopolitical Perspective	Refugees and migrants are one of the most dynamic issues in the national and international arena, encompassing a complex set of geopolitical and socioeconomic issues that can have a significant impact on all aspects and policies. The complexity of the migration phenomenon necessitates a multi-sectoral, integrated educational policy approach, with key roles for public, private, and social stakeholders. For migrants and refugees to release their creativity and commitment for meaningful social and economic inclusion and engagement, a more human-centered educational approach is required. The educational needs and opportunities of refugees and forced migrants are also influenced by the immigration policies of receiving or resettlement communities, dominant culture and language, geography, and other important factors. The purpose of this article is to provide a framework for understanding and addressing refugee education in the context of noncitizen exclusion within nation-states. This study is designed to express the educational needs of refugees and immigrants from a geopolitical perspective in order to properly conceptualize them. This research is a type of fundamental theoretical study. The study employs a descriptive-analytical approach. The necessary data has been extracted, classified, and analyzed qualitatively from various sources. The focus here is on refugee students' education in OECD countries, with an emphasis on initial education integration. The need for a thorough examination of refugee education is critical. Globally, the number of refugees has reached its zenith since World War II. As part of their integration policies, many countries have adopted an educational plan for refugees. Even with such policies in place, however, education remains a difficult task for refugees for a variety of reasons. According to the UNHCR, only 63 per cent of refugee children in the world had access to primary education, 24 per cent to secondary education, and only 3 per cent to a higher education degree in 2019. In a nutshell, equitable quality education in national systems is a pre-requisite because it could promote resilience, prepare children and youth for participation in cohesive societies, and is the best option for refugees, displaced, and stateless children and youth, as well as their hosting communities.
41	Individual	Thursday D3 session	Mohammed Ali	Fiji National University	Sunil Kumar, Fiji National university; Jubeena Nazmeen Nisha, Ratu Filimoni V M School	ali.feroz@fnu.ac.fj	Physical Activity and Its Effect During Covid 19 In The Fiji Islands	Public health officials are worried about the COVID-19 epidemic. Staying at home encourages sedentary habits, which has the unintended consequence of having a negative impact on health. We wanted to see how the crisis of closure impacted exercise habits and weight gain among primary school teachers in western Fiji. To see whether people with varied PA activities acquire different amounts of weight, we looked at how well they might adapt to using digital media as a training framework. A mixed method approach was used to collect data from 150 primary school teachers from western Fiji. The data was analysed using SPSS version 27. According to the findings, 70% of primary school teachers less than normal, 60% utilized digital media for training, and 55% gained weight throughout the year. Moreover, half of those polled reported weight gain of at least 2 kg, with an average of 1.2 kg. Those who engaged in more physical activity, on the other hand, lost weight at a slower rate. Higher levels of physical activity were linked to training using digital media. Digital media consumption was lower among the elderly. Health organizations should seek for solutions, including digital remote media training, to encourage physical activity and minimize the increased burden of future comorbidities deteriorating by a sedentary lifestyle, since sedentary behaviours may raise the likelihood of health problems worsening.
42	Individual	Thursday D1 session	Mohammed Ali	Fiji National University	Mumtaz Alam, Priyanka Devi, Nazim Ali, Fiji National University	ali.feroz@fnu.ac.fj	Learning and teaching in times of COVID 19: Digital Technology Uses During the Pandemic in Western Fiji	COVID-19 has had a profound effect on numerous facets of people's lives. Education is one of the most affected sectors, and significant changes have occurred, primarily affecting teachers and students. The primary objective of this study was to assess the ICT competencies and experiences of primary school teachers in light of the COVID-19 pandemic. To collect data for the study, a self-created questionnaire that was validated and found to be reliable was used. Cronbach Alpha coefficients of 0.84 were used to determine the validity of each question. 150 primary school teachers from western Fiji were surveyed. The information was gathered using Google forms. According to the study's findings, there is a significant gender divide in teachers' awareness of ICT for learning and teaching, as well as a significant divide between instructors in rural and urban areas. Post hoc analyses revealed that experience teachers received lower mean scores than inexperienced teachers. 0.05 was chosen as the statistical significance level. Teachers in urban areas, the study found, could use digital tools such as zoom and viber to engage their students, who were more likely to participate. Additionally, teachers were found to be unprepared for online instruction, with the majority lacking the equipment and knowledge necessary to participate online effectively.
43	Individual	Friday D1 session	Mosese Natuilagilagi	Fiji National University	Laisa Vuetaki & Mosese Natuilagilagi, FNU	mosese.natuilagilagi@fnu.ac.fj	Teaching TVET Teachers: a totally new experience.	Purpose – The purpose of this paper is for us as non-TVET teachers share how we continue to learn as we train our TVET teachers with the prescribed knowledge, skills and attitude to strengthen their ability to impart their knowledge, skills and attitudes to their learners. The story is about the experience we went through with our students as we interact with them formally in the classroom, workshops and lecture theatres as we conduct our lesson through face-to-face before COVID-19 and zoom sessions during COVID-19. These students are based in the four (4) Fiji National University Campuses: Samabula, Ba, Namaka and Labasa. Our story revolves around: the new experience for us, their expectations vs our expectations, their years of teaching experience, their existing pedagogy, application of learning and teaching theories, session and lesson planning, resources and activities and assessment and evaluation.
44	Individual	Friday D4 session	Mr. Naresh Chand	Fiji National University	Sarita Chand & Sofia Ali, FNU	naresh.chand@fnu.ac.fj	Difficulties and challenges encountered by Primary school trainee teachers enrolled at Fiji National University to successfully complete Music Education course during the Covid-19 Pandemic.	The transition from traditional face-to-face teaching and learning to fully online learning presents several challenges to the students. During the Covid-19 pandemic, the number of students enrolled in Music Education course had ICT challenges in their teaching and learning. They had to keep up with the challenges during the course .All these were due to several disabling factors. This study investigates the difficulties and challenges the students faced while participating in fully online classes in the Music Education course. In this context, during the online classes, the students used the student learning platform to attempt quizzes, access the pre-recorded lectures and resource materials, and submit their assignments. Data will be collected using an online survey from the students enrolled in Primary Music Education courses at the Fiji National University. Music is one of the Key learning area in the primary curriculum. The findings of this study would assist the Fiji National University and other universities that offer Online Music courses to provide support to the students to complete their required courses and programs.
45	Individual	Thursday C3 session	Pallavi Atre	La Trobe University		P.Atre@latrobe.edu.au	Heritage language learning in Victoria: What are the options?	In Australia, the state of Victoria is a multicultural place where 26% of the population speak a language other than English at home (ABS, 2016), leading to the need for heritage language learning. Heritage language education enables students from migrant backgrounds to maintain their heritage languages (Park & Sarkar, 2007; Lo Bianco, 2009). In the case of Victoria, there are three types of institutional language education providers: mainstream schools and two complementary providers; community-run heritage language schools and state-run language schools (Victorian School of Languages; VSL). These language programs give options to the migrant communities to pursue their heritage language. Yet significantly less has been discussed about migrant parents' choices regarding heritage language education for their children. To further explore this dimension, this paper aims to review what role do the two complementary language providers play in Victoria. In addition, I draw on the qualitative data from my fieldwork for my PhD in 2019 at a Japanese heritage school in Melbourne and a Japanese language class at VSL, where I worked as a Japanese language teacher in 2021. I identify the advantages and disadvantages of participation in individual language programs from heritage language learning perspectives. The results are predictable and yet diverse. This paper argues that Japanese parents advocate heritage language schools over VSL when the children are young. Finally, I suggest that each program is unique and contributes to heritage language maintenance, a priority for twenty-first-century Victoria. This presentation derives from my ongoing PhD project.
46	Individual	Thursday B2 Session	Payman Rowhani	Foundation for the Betterment of Society		fbsvanuatu@gmail.com	The Oneness of Humankind: An Axis for Developing Educational Programs	The global pandemic is gradually bringing to the surface the fragmentations of our world’s social reality, which is, in part, a consequence of deeply ingrained prejudices prevalent in our society. Corrosive prejudices based on gender, race, nationality and religion, to name a few, are barriers to the advancement of our civilisation. History has shown clearly when prejudices are allowed to shape identities, it will give rise to devastating results and create social realities that are incompatible with the ideals of justice and human dignity. Nevertheless the fragmentation of our social reality can be remedied through education, for it is a potent instrument for establishing new patterns of relationships, and developing the requisite qualities that will enable human beings to respond effectively to humanity’s real needs, and usher our world to its period of collective maturity. To fulfil this purpose, the fundamental principle of the oneness of humankind needs to serve as an axis for the development of educational models. This cardinal principal must be the bedrock upon which essential strategies in our society—such as those related to education, governance, the environment, justice and the economy—are formulated. In addition to developing intellectual capacities of human beings, educational programs need to equally give attention to promoting the oneness of humanity; assisting children to develop genuine love for human family; developing their capacities for selfless service to humanity; and give added focus to the development of their spiritual qualities; and enabling them to contribute effectively to the betterment of society and building of communities based on ideals of oneness, unity and justice.
47	Individual	Friday B3 session	Peng Xu	Victoria University of Wellington		peng.xu@vuw.ac.nz	“They are capable people”: kindergarten teachers’ views of children’s citizenship in Aotearoa New Zealand	In Aotearoa, citizenship education in early childhood education and care (ECEC) sets the root of participation (Betts et al., 2018), while far too little attention has been paid to kindergarten teachers’ perceptions of young children’s citizenship. In this study, semi-structured interviews with 11 kindergarten teachers in the Greater Wellington region were analysed using thematic decomposition (Stenner, 1993) which consists of discursive approaches and thematic analysis. The participant teachers reported that children’s citizenship was with huge potential for children to have agency in early childhood settings. In addition, citizenship for young children is not necessarily about their political status, and should not be considered and assessed only through the lens of children’s economic productivity. Child citizens are positioned as capable people, revealing the Māori construct of mana and the discourse of children’s rights. On the basis of these analyses, this paper reveals that young children’s citizenship in Aotearoa is not only a western construct, but also acknowledges the Te Tiriti o Waitangi. The discursive construction of children as citizens has brought young children a wider range of freedom in early childhood settings, but potential asymmetrical power relationships in early childhood settings remain under-researched.
48	Individual	Friday D1 session	Rafia Naz	The National University of Samoa	Muhammed Hakeem Khan, Taofi Fua	r.naz@nus.edu.ws	COVID-19 and TVET Resilience: Reflections on Cases	The COVID-19 epidemic is posturing the greatest perplexing catastrophe the world has confronted which has momentously taxed the strength and resilience of societies and economies globally. This paper presents reflections of cases in an endeavor to shed light on the influence of the pandemic on the TVET of apprentices and interns. Due to the extensive disruption consequently intruding the training and development activities, the paper presents the miserable state of skills progress. The paper tries to capture the good cases to further expand an understanding of TVET resilience.
49	Individual	Friday D1 session	Rafia Naz	The National University of Samoa	Muhammed Hakeem Khan, Taofi Fua	r.naz@nus.edu.ws	COVID-19, TVET and Distance Education	The COVID-19 epidemic has posed undue pressure on Technical Vocational Education and Training (TVET) and educational systems with school closures have adopted distance education. This paper presents considerations of challenges in an endeavor to shed light on the influence of the pandemic on the TVET and on distance education delivery. The paper tries to capture the good lessons to advance and magnify an understanding of TVET resilience in times of crisis.
50	Individual	Thursday C2 session	Rafia Naz	The National University of Samoa	Muhammed Hakeem Khan & Taofi Eunice Fua, National University of Samoa	r.naz@nus.edu.ws	Empirical Review & Global Assessment of e-Learning During COVID-19 Pandemic	Presently economies globally have witnessed the swift spread of COVID-19 and the impact has been equally felt by the education sector at large. The current study underlines the global impact on e-learning during COVID 19 and provides empirical review on the subject matter. The present scholarship delivers an understanding into the progression of e-learning and its foreseeable benefits. The scholarship aims to collate current perspectives on education using e-learning to be able to devise appropriate strategies for better educational management.
51	Individual	Friday D4 session	Ratish Chand	Fiji National University	Victor Alasa & Rohini Devi, FNU	ratish.chand@fnu.ac.fj	Humanizing Pedagogies in Online Learning and Teaching- A Necessity in the Wake of Covid-19 Pandemic	With the transition to e-learning that has resulted from COVID-19, teacher educators risk being engulfed in a "web of competency" that might dehumanize the learning experience for both educators and students. In this study, three teacher educators describe how they employ modern technology to execute crucial humanizing pedagogies. This entails going beyond solely cognitive techniques and addressing questions of power, access, and representation in a reflexive manner, and taking into account systemic concerns of power and privilege that create and restrict pedagogical options with a focus on respecting voices of students. We emphasize on meaning-making, relating to social realities, and embracing multimodality in our discussion of online assessment. The study also highlights on the issues of power, privilege, and ideology concerns that are often disregarded in online educational environments, particularly at the institutional, instructional design, and support levels. The reflections denoted that by applying critical humanizing assessment in online teaching, we learnt about our students more and it took time for students to realize the importance of steady, continuous learning, and "success" looked different for each individual student. Finally, it was also gathered that we as teacher educators needed to embody crucial qualities; the 5C’s namely creativity, commitment, compassion, consistency, and character to inculcate the human touch in our online learning and teaching processes for maximum outcomes.
52	Individual	Thursday D4 session	Ravinesh Prasad	Fiji National University		ravinesh.prasad@fnu.ac.fj	The significance of evaluation rubrics in shaping classroom practice and curriculum review and development, according to lecturers.	In higher education, the assessment rubric is becoming increasingly popular as a useful tool for teaching and learning. While there have been numerous studies on the efficacy of rubrics for students, there has been little research on how lecturers use rubrics. This paper will investigate lecturers' attitudes toward rubrics, namely their use and design, as well as the role they might play in shaping instructional practice and curriculum review and development. The study is under underway, with the goal of gathering data through qualitative methods such as survey questionnaires and focus group interviews. The number of participants in this study will be around 20. Academic faculty in a School of Education at a local Teacher Training Institution in Fiji, ranging from Tutor to Assistant Professors.
53	Workshop session	Friday B4 session	Reema Sarwal	The University of the South Pacific		reema.sarwal@gmail.com	Overcoming hesitations and uncertainties: How to use the Kakala Research Framework for your next research project	Many-a-time, despite a strong interest in using indigenous research frameworks from the Pacific, research scholars might be hesitant and uncertain regarding how to build a research project based on these paradigmatic frameworks and methodologies. Hesitations may be rooted in knowledge gaps and/or uncertainties about whether these frameworks serve a practical purpose beyond metaphorical use or symbolism. Yet, indigenous research frameworks, such as the Kakala Research Framework (KRF) proposed by Thaman in 1992 and refined by Taufe’ulungaki and Johansson Fua in 2005, can lead to increased contextualisation of Pacific research and strengthen Oceanian contributions to world scholarship. This workshop shares my empowering experience of using the KRF for my Masters project. I investigated indigenizing and localizing the curricula for teaching critical thinking skills in English for Academic Purposes. This workshop is designed to showcase a) when and for what purposes/research areas the KRF is useful to design a research project; b) how the KRF positively impacted the methodology of the research conducted; c) who can use the KRF; and d) the five stages of the KRF. Workshop participants will then be provided example research topics for them to practice creating a KRF-based project outline. Participants will also have the option to share their own research project ideas to workshop the KRF instead of using the example topics. Participant project ideas may be as broad or as specific as per individual preferences.
54	Individual	Thursday D3 session	Regina Naidu	Fiji National University		regina.naidu@fnu.ac.fj	A Feminist Poststructuralist Analysis of Female Tertiary Educators Transformative Educational Experiences of the Pandemic.	The Covid-19 Pandemic has become a portal to the Oceanic and Global South’s transformative educational experiences. Educators have had to reimagine and reconnect to an expanding global consciousness. Despite the asymmetries and equity deficits in the education narrative, digital technology and cultural interconnectedness became the new bridges to level the oceanic learning platforms. This paper will focus on female educators and how their collective approaches became a tipping point to create new spaces and opportunities in Higher Education for young adults’ access to quality, safe and equitable online learning experiences. The gendered impacts of the pandemic at a qualitative level, showed that female educators at tertiary institutes had to relearn and reimagine their home and work spaces since the demarcations had become blurred. This research will use the Feminist Poststructuralist mode of inquiry to reflect on how female educators adapted and reinvented themselves to become critical enablers in enhancing online teaching -learning experiences for the diverse range of students who were plunged suddenly from a people oriented humanistic educational environment into a dehumanized, cyber world.
55	Panel/ Symposium session	Thursday C4 session	Rhonda Di Biase	Melbourne Graduate School of Education	Elizabeth Cassidy, ACER; Satish Shand, FNU; Abdulla Sodiq, Birmingham City University	dibiaser@unimelb.edu.au	Examination systems in small states: national: Exploring national, regional and external models	In this panel we will discuss secondary school examinations in the context of small states. Noting that education systems in small states have particular characteristics we will consider different examination options across a range of different contexts. Bray and Steward (1998) outlined different models: examinations overseen by national authorities, those managed by regional bodies and examinations set and managed by external boards (Bray & Steward, 1998) that provide a framework for this discussion. We will explore examples of national, regional and external examinations in practice across small states in the Pacific and the Indian ocean regions noting variations and different priorities across various countries. Specifically, we will consider the South Pacific Form Seven School Certificate (SPFSC), the British external examinations in the Maldives and examples of national certificates. This comparative analysis will explore the advantages and disadvantages of the various models.
56	Individual	Thursday B2 session	Ritesh Shah	The University of Auckland	Liyun (Wendy) Choo, University of Auckland	r.shah@auckland.ac.nz	Teaching comparative and international education within and beyond the pandemic	The last 18 months have presented an unprecedented challenge to educators and learners across the region with higher education institutions closed to face-to-face teaching, and international student mobility greatly curtailed. But even before the pandemic, there were other forces impacting on CIE pedagogy, including the increasing recognition of CIE’s complicity in racist and colonial practices (Takayama, Sriprakash, and Connell, 2017), as well as the acknowledgement that relatively speaking, little has been written or researched about the practice of imparting the “norms” of CIE as an area of study to future practitioners or researchers, particularly in our region of Oceania (Shah, McCormick, and Thomas, 2017). In this presentation, we explore how we’ve taken the past two years to radically rethink our approach to teaching a postgraduate paper at the University of Auckland on education and international development. As we shifted instruction towards fully online delivery, we examined how we could strengthen relationality, reciprocity, and reflexivity into our teaching and learning practices (Veletsianos and Houlden, 2020). We share examples of how we’ve rethought our approaches to the assessment tasks, community-building, and content delivery in consideration of keeping student-teacher and student-student connections at the core of our pedagogy. We highlight both successes and ongoing challenges we have faced, with an eye to opening a space to think about how we remake our CIE pedagogy in a way that is inclusive and encompassing of the new realities of our region (and field of study).
57	Individual	Friday C3 session	Sailesh Narayan	The University of Fiji		saileshn@unifiji.ac.fj	Quality, Safety and Equitable Online Learning in Post- Covid 19	The Covid 19 pandemic, a deadly virus, has brought about numerous challenges for the world at large. These came in the forms of changes that every individual had to make in order to be able to get accustomed which escalated the chances of their survival. This paper intends to focus on the challenges of the educational system aligning it to access to quality, safety and equitable online learning. Quality is the vital component that has to be viewed with great concern because once it lessens; the value of education lessens as well. The educational sphere took a drastic change which unearthed numerous challenges for the educators and the learners as well, mostly for the learners who had to get resort to the new dynamics of learning, especially online learning. Moreover, safety is the other element the needs proper attention as the teaching institutions, being closed, to reduce the spread of the virus thus keeping learners safe. It is of great importance to understand that in the field of online learning, the apps and the sites utilised need to be safe and secure for the learners. In addition, being equitable through the online platform is of great essence as well. There needs to be strategies which will allow all learners to get equal amount of importance. Importance in the sense that information is disseminated to all equally, and also the availability of gadgets, internet connections and other essential resources are considered.
58	Tok Stori or Talanoa	Thursday D2 session	Sairun Nisha Buksh	Fiji National University	Sangeet Jattan & Amla Nand FNU	sairunnisha81@gmail.com	Seesaw App: A Way Forward in Teaching and Learning in Early Childhood Education at Fiji National University.	Seesaw App is a digital platform which has made it possible for Fiji National University (FNU) early childhood student teachers to complete their practicum during COVID-19 pandemic. Practicum is embedded in all the ECE units in the Bachelor of Education- EC at FNU and the closure of schools in the pandemic seemed impossible for student teachers to complete their course requirement. To make impossible possible, these students were introduced to seesaw app which seemed to be appropriate and user friendly. Seesaw app has been utislized by International School Nadi and Sofina Bibi, the early childhood programme coordinator confirmed that it works well with young children. Online teaching is not easy with young children as they are great explorers and investigators in their learnings. However, seesaw provided an opportunity to create remote classrooms through which teachers interacted with children and their parents. They posted appropriate activities with recorded instructions which helped children to understand and attempt the work. Students responded in the same way by recording their learnings which provided evidence of their progress. In this presentation, I wish to host a talanoa sessions (tok story) with some competent users (teacher, trainee teacher and parent) of seesaw app to bring forth the advantages of this app in young children’s learning and development. A questionnaire will be designed to unfold the insights of how this app was successfully applied in varying situations to ensure the continuity of children’s learning and development in this pandemic. This talaona may motivate other early childhood professionals to prepare themselves and their children for remote teaching and learning in times of emergency.
59	Individual	Thursday D3 session	Sangeeta Jattan	Fiji National University	Sangeeta Jattan, Dropati Lal and Amla Nand, FNU	sangeeta.jattan@fnu.ac.fj	Stop! Listen! Understand and Respond to Children’s Voices: Addressing Post-Covid-19 Educational Challenges in Early childhood Education in Fiji and the Pacific.	The COVID-19 pandemic has had a global impact on the quality of human life and the overall health and education system around the world. At extreme risks are Small Island developing states such as Fiji, who have been seriously affected by two waves of COVID-19. Both the variants have indirectly impacted education system at all levels; early childhood, primary, secondary and tertiary. Early Childhood Education being child-centred and play-based has posed greater educational challenges to teachers, children and their families. It has vigorously impacted children’s socio- emotional development as children were part of the long lockdowns and stressful atmosphere. To some extent online teaching and learning helped but inhibited students’ creativity, innovation and imaginative ideas as they are free learners who love to mingle in their environment to elevate their own learning. Reopening of schools in Fiji will introduce transformed caliber of students and to address their educational challenges ECE teachers need to stop, listen, understand and then appropriately respond to children’s developmental needs. The United Nations Convention on the Rights of the child, Article 3 states that “best interests of the child must be a top priority in all decisions and actions that affect children” and the pedagogies of Early Childhood Education states that children learn through play therefore children’s voices play a vital role in their learning and development. This presentation will illustrate the power of children’s voices in their learning and development and how ECE teachers can capitalize on that to ensure holistic development of young children in Post COVID-19.
60	Individual	Thursday C3 session	Sarah Jane Moore	UNSW		sarahjane.moore@unsw.edu.au	River Business and the living stories of young writers in regional lutruwita / trowunna Tasmania	Dr Sarah Jane Moore is the author of the children’s book River Business which was written during the global pandemic. The book was written for families and young children and is imaginative, magical and nature based. Conceptualised in response to the climate emergencies presented by recent bushfires, River Business honours the life force embodied by the river and emphasises the importance of listening, caring and connecting to our water ways as symbols of peace and healing. Moore is a passionate advocate for the arts and believes that the diverse formats made possible through inter-arts projects in schools offer students agency, possibility and potential. lutruwita / trowunna Tasmania is a place of great natural beauty and Tasmanian wildlife, landscapes and connections inspired all elements of the book. The narratives articulated within the book are deeply immersed in the pedagogy of place, the possibilities of friendship and the healing nature of worlding, wilding and wondering. In 2021, Dr Moore was approached by PETAA (The Primary English Teaching Association Australia), a national not-for profit industry body supporting primary educators, to develop and deliver a creative literacy program to a primary school in regional Tasmania. PETAA’s intention for the Young Writers Program was that Dr Moore developed a program that ‘motivated and inspired students to be passionate about writing by giving them the opportunity to work with a real published author’. This individual paper describes the Young Writers Living Stories project, maps its impact and demonstrates how Moore used her creative pedagogies to extend the students’ writing education beyond the classroom. The presentation describes how Moore challenged the students and staff at the school to think differently about writing for pleasure. Moore’s living story model gives insights into the possibilities of writing for success and gives examples where even the youngest of children bring their stories to life. Indeed, this paper is hope filled and hopeful and offers Moore’s Living Story model as a scaffold for communities to re(imagine) re(connect) re(new) and re(envisage) writing as a purposeful and optimistic space for connection, engagement and sharing. https://www.riverbusiness.com.au/
61	Individual	Thursday C3 session	Sarita Chand	Fiji National University	Naresh Chand & Sofia Ali, FNU	sarita.chand@fnu.ac.fj	Vernacular Language Learning in the New Normal: Student’s Opportunities and Challenges at Fiji National University.	Language is vital in maintaining its citizens' culture, tradition, and identity in a diverse country like Fiji. Therefore, the vernacular language is considered an essential component of culture through which learners' knowledge and skills are implanted. Subsequently, language and culture become the paradigm of the identity of a person. To preserve the vibrant cultural integrity of the citizens of this country, emphasis on vernacular language education is significant. Due to the severeness and the fast-spreading of the deadly virus (Covid-19), resulting in lockdowns, there has been a rapid migration of face-to-face learning to complete online learning. So, the digital transformation of Vernacular language learning has brought about several challenges and some great opportunities for learners in this new normal. Thus, this paper will focus on some of the great options created for learners through the digital platform. In addition to that, it will also discuss the various challenges faced by vernacular students due to the rapid migration. This paper will be presented in three parts; firstly, it will discuss some of the opportunities created through online learning of Vernacular Languages. Secondly, it shall focus on the various challenges brought about by the sudden transformation of the learning mode from face-to-face to complete Online. Finally, the presentation will sum up with a few recommendations and a conclusion.
62	Individual	Friday D2 session	Satish Prakash Chand	Fiji National University	Rohini Devi & Varanisese Tagimaucia, FNU	satish.chand@fnu.ac.fj	Reactions to Required Fully Online Courses during Covid-19	The recent outbreak of the global pandemic COVID-19 required Fiji National University to offer fully online courses, a new form of pedagogy for many students. This new form of learning benefitted many students but created obstacles for others. The purpose of this study was to investigate student perceptions of the advantages and disadvantages of fully online courses due to the COVID-19 pandemic. An online survey in the form of a semi-structured questionnaire was used to gather data from 138 students. Data were analysed using thematic analysis. The study found that fully online learning suits students during pandemics, natural disasters (flooding, cyclones), and political upheavals. Fully online learning also helps students who have permanent employment and have difficulty getting time off to attend face-to-face classes. It also helps maritime or remote students who have limited access to the main centre or helps lecturer/facilitator deliver instructions when he/she is out of a country or is far away. The study also confirmed that fully online learning requires robust internet connectivity and a sustainable power supply allowing students to assess course materials from the comfort of their homes at their own pace. The student's safety in terms of travel and transmission of diseases are maintained. Fully online learning classes also assist students in saving fuel costs and rushing to the classes.
63	Individual	Thursday D1 session	Savita Sundar	Fiji National University		sundarsavita@gmail.com	ICT: An Effective Tool to Confront the Educational Challenges of Early Childhood Education in Post- COVID 19	The COVID-19 came with many challenges in almost everyone’s livelihoods. This paper will look at the different challenges that the ECE teachers faced while trying to keep their students engaged in learning. It will bring forth the different types of activities that the teachers designed to keep the students focused on learning during COVID-19. A major factor that acts as an essential link between the teachers and the students are the parents. Acknowledging the parents being first teachers, this paper also highlights their importance and the ways that parents can help in their children’s learning process. (Lorente, 30 October 2020). Information and Communication Technology (ICT) in education is the mode of education that use information and communications technology to support, enhance, and optimize the delivery of information. On the other hand, there are issues that hinder the learning process. Availability of phones, tablets and laptops have challenged students, parents and educators. When conducting online classes and giving online activities, it is important that network connectivity is very good. (Tugba Ocal, Medera Halmotov, Samet Ata, 20 April 2021). Not all teachers, students and parents are ICT skilled however they need to come out of digital darkness so that they are able to tackle the educational challenges in Post COVID 19. This era calls for innovative, creative and open-minded teachers who can make a difference in young children’s lives. This paper will suggest some innovative strategies of integrating ICT in Early Childhood Education so that young children have successful learning in Post-COVID 19.
64	Individual	Friday D3 session	Sereima Takiveikata	Fiji National University	Ilisapeci Qabale, Kasanita Nayasi, Laisa Tifere, FNU	sereima.takiveikata@fnu.ac.fj	Access and Equity in Higher Education: Experiences of Primary In-Service Teachers at the Fiji National University	Access to education is a basic human right that must be made available to individuals irrespective of the socio-economic status; political affiliation; geographical location or physical disability. Sustainable Development Goal 4 (SDG4) ensures that there is inclusive and equitable quality education and promote lifelong learning for all. This goal has been on the agenda of national dialogue and most importantly for higher education institutions. The Fiji National University in its effort to provide access to education to its students have initiated various learning platforms. Apart from catering for the diverse learning needs, it is anticipated that these platforms also provide convenience for the learners. 50 in-service students who were enrolled in 2 separate courses were selected to participate in this study. The 2 courses were offered on Blended mode of learning. Focus group interview, observation and document study were used to collect relevant data. Their focus groups were divided according to the context the participant was teaching in, that is, remote rural schools; rural schools; semi-urban schools and urban schools. Observations were also made of their task completion and submission; and their level of engagement on the e-learning platform was analyzed. Data collected was coded and analyzed qualitatively. The findings of this study reveals that although the institutions of higher education are trying to create a ‘level playing field’ for their students’ access to education, there is a whole gamut factors that hinder the provision of equity for the same. The details of the findings and the appropriate recommendations are further discussed in the paper. The study anticipates to inform higher education institutions in Fiji on their policy on access and equity. It also hopes to give an insight on the challenges and opportunities that students face at the institutions of higher education.
65	Individual	Friday D3 session	Sereima Takiveikata	Fiji National University	Taraivini Raiula - Fiji National University	sereima.takiveikata@fnu.ac.fj	Cultural aspects of professional noticing in Mathematical Knowledge for Teaching (MKT).	Mathematics Teaching have been the focus for most researchers recently, aiming at various aspects ranging from teachers’ knowledge, values and beliefs, identity, conceptions, learning and teaching, and changes. This article focusses on research summaries of professional noticing in Mathematical Knowledge for Teaching (MKT), for prospective and practicing teachers from the viewpoint of cultural aspects. The researchers would conduct an extensive review of literature and collate findings across 2 periods; as from 2000- 2010; and from 2011-2020. There will be discussions on the 30 articles across these periods on professional noticing for teachers and their impact on related cultural aspects, weaving in the concept of “dauniveituberi uasivi” (Guiding Expert) Nabobo-Baba (2001). Analysis of the trend in the researches is the concept is well documented; however, more practice is needed to build confidence in teachers. The missing link is trying to connect theoretical principles of professional noticing to practice. Development in noticing skills is the top priority for quality mathematics instruction. The summary reveals that there is an ongoing need for broader and deeper understanding on professional noticing in teachers to be proficient in MKT.
66	Individual	Friday D3 session	Sereima Takiveikata	Fiji National University	Amla Nand	sereima.takiveikata@fnu.ac.fj	An examination into practices of developing numeracy skills in kindgergarten: the case of four kindergartens in Fiji	Literacy is a crucial 21st century skill that is currently promoted across all education levels. Mathematical Literacy or Numeracy is present in all the activities that individuals engage themselves in their daily lives. Although informal learning begins at home, kindergarten is children’s first step to formal learning. The study in this paper has argued that Kindergarten is where the numeracy skills is well developed and nurtured. It also argues the importance of the Kindergarten teacher confidently delivering the relevant and appropriate numeracy learning program. The study adopted a case study approach where ten (10) kindergarten teachers in four (4) kindergartens were interviewed and observed. Head Teachers of School attached Kindergartens were also interviewed on their views and expectations. The findings showed that there is a notable difference in the numeracy program delivery between the Primary School attached (PSA) kindergartens and the stand alone (SA) kindergartens. It also revealed that parents expectation drive what kindergarten teachers do in the Kindergarten classroom. The findings also show that the Kindergartens are operating as a ‘shadow’ year one (1) classrooms. Although kindergarten teachers are trained to teach a play based kindergarten curriculum where Numeracy is integrated into games, there is a whole range of factors that influence what they do in the kindergarten classrooms. Recommendations to address issues arising from this study include awareness of the importance of developing and nurturing numeracy skills to improve critical thinking, problem solving and logical reasoning. It also includes the recommendation for the relevant and appropriate monitoring process of the Kindergarten program.
67	Individual	Thursday B4 session	Shagufa Zulfia Bi	Fiji National University	Naqsheema Ali	zulfiabi1@gmail.com	Teacher perceptions: Challenges & benefits of online learning: A case study of an urban primary school in Suva, Fiji	The breaking out of the global pandemic has jeopardized many aspects of day-to-day living. The education system brought about innovations as they transitioned from face-to-face classes to Online modes of learning. Online learning has been introduced to the lives of teachers and students, benefiting and challenging them. Considerable research has been conducted on the impact of online learning on teachers. This study aims to investigate teachers' perceptions of the challenges and benefits of Online education .Their perception has been analyzed into three aspects: the benefits, the detriment, and recommendations towards online learning. The study employed a mixed approach to gathering thorough information. Due to the COVID restrictions and safety measures, the teachers were interviewed via online platforms such as Viber, messenger, and google questionnaires. Analysis of the responses disclosed that minority participants had a positive perception of the usefulness of e-learning. However, the majority disagreed with its effectiveness. The results indicate that online teaching and learning are demanding and challenging for teachers. However, it has given an excellent opportunity for people to evolve with global needs. Further research is needed to discover other factors about online learning's impact on educators and pupils.This research will provide greater opportunities for MEHA(Ministry of Education Heritage and Arts on planning for online learning and teaching.
68	Individual	Friday A2 session	Shagufa Zulfia Bi	Fiji National University		zulfiabi1@gmail.com	Impacts of stress on teacher performance	Stress is a common phenomenon in today’s hectic world. Substantial research has been conducted on the nature of stress, its causes, effects and its impact on educators’ job satisfaction. Studies authenticate that teacher stress also has an adverse influence on students’ performance. Information gathered from multiple researchers and semi-structured interviews divulge, teachers’ perception of the many duties and the lack of self-efficacy were the main determinants of stress amongst teachers. This study aims to investigate teacher's perceptions of factors that cause a high level of stress, and how it impacts teacher’s profession and academic achievement. A mixed approach was used to gather thorough information, the teachers were interviewed as well as given questionnaires. Analysis of the responses disclosed that large class size is a dominating factor of stress. The results indicate that teacher stress does have an impact on teachers’ academic achievements and profession. Further research is needed to discover other factors of teacher stressors and its impact on their profession.
69	Individual	Friday C3 session	Shailesh Lal	The University of the South Pacific	Roshila Singh, USP	shailesh.lal@usp.ac.fj	Essential Learning Support During COVID-19	The 2020 and 2021 COVID - 19 Pandemic lockdown periods challenged the usual provision of learning support. This provision, dependent largely on the face to face, mode had to shift entirely onto online platforms like Moodle and Zoom to maintain a sense of normalcy due to the restrictions placed on physical and social interactions. The place of Student Learning Support (SLS) was already proving to be an integral part of face to face learning and teaching, and its continuity in times of a crisis became even more necessary where access to learning resources and support was proving difficult. The Student Learning Support team at USP adapted and included new modes of services to allow a smoother transition for students and academics to a fully online learning environment. The team adopted current face to face practices onto an online platform to ensure the same level of service was afforded albeit on an online platform. This meant that student peer mentoring and workshops were now facilitated online. In addition, the team also realised that mobile app, Viber could be a handy convenient tool for students to use in communicating their services to the students. These changes have brought about awareness on the popularity of services and what seemingly students find comfortable when engaging in learning processes.This presentation reflects on the changes that SLS took on to ensure continuity of learning support at a time when safety, quality and equity are likely to be compromised.
70	Individual	Thursday C2 session	Shalu Aara	The University of Auckland		saar364@aucklanduni.ac.nz	The impact of lockdowns on student learning and achievement	My research explores the impacts of Covid19 lockdowns on the learning and achievement of students in High School. The purpose of this research is to explore and inform about the different factors contributing towards the negative and positive impacts on students and their learning. Covid19 lockdowns continue to dominate the lives of individuals around the world. Hence, an inquiry into the effectiveness of the strategies currently in place would benefit in reviewing necessary changes to the current Covid19 response in the education sector. My research examines the experiences of seven teachers based in New Zealand during the 2020-2021 lockdown period. Their experiences and the use of thematic analysis of the interviews enlighten this research with four key themes as the contributing factors that impact student learning and achievement. These themes include pragmatism, social inequity, subject content, and values & priorities. The discussion of these themes and how it impacts the learning and achievement of students is vital for review in order to better plan for similar situations in the future. I have used thematic analysis to code and categorise the key themes from the interview transcripts, and have collated some into found poetry. The use of found poetry helps to create a powerful and thought-provoking impact on the audience while sharing the lived experiences of these teachers. Covid19 lockdowns continue to overpower the social norms of a pre-covid life; a critical review of the current strategies and processes in the education sector is imperative to refine and enhance the ako of our system.
71	Individual	Thursday A2 session	Sina Vaai	The National University of Samoa		s.vaai@nus.edu.ws	‘Telling the stories of our Pacific: Connecting during the time of the global pandemic through the teaching of Pacific texts and conversations about the journey.’	This paper will discuss the vital importance of telling the stories of our Pacific using Pacific texts in our courses at the National University of Samoa and connecting students to the eternal truths involved in our contemporary journey during the time of this global pandemic. In reading the narratives written by their own writers about indigenous places and historical events students will gain a deeper understanding and appreciation of the forces that shape and define us. Conversations, discussions and analysis will help connect them to those that went before them in the conflicts and struggles faced by the characters in the stories which resonate with similar challenges experienced by current generations both in Samoa and in the diaspora across the region especially in New Zealand which has a significant majority of overseas Samoans residing there. Stories by Samoan writers used in our current curricula will be used in the discussion to highlight longstanding and current concerns facing Pacific societies today such as domestic violence, particularly against women and children, racism, bullying, teenage pregnancy and youth suicide. These texts bear witness to the power of story and the impact of indigenous voices in literature utilising the imagination, will and senses to inform as well as transform all those involved in these teaching and learning journeys.
72	Individual	Friday A4 session	Siva Gopal Thaiyalan	Singapore University of Social Sciences	Liyun Wendy Choo, University of Auckland	sivagopal@gmail.com	Caring citizenship': everyday acts of care and young people's acts of citizenship in Myanmar and Singapore	Many countries across the world have used formal education as a form of economic instrumentalism to nurture neoliberal citizens. Empirical data of young people in Singapore and Myanmar have provided deeper insights in these young people’s everyday citizenship which, however, goes beyond a typical neoliberal conception. These conceptions feature a prioritisation of acts of care for others in their everyday lives that include family, friends, community, and also strangers in their everyday lives. It emerged that young people’s everyday acts of care is shaped and influenced by (1) significant others in their lives, for example family members, and (2) culture and religion.In this article we explore the drivers of acts of care and the typologies of caring citizens as demonstrated by young people in Myanmar and Singapore. Drawing on critical and feminist theories, we theorise a conceptual framework of ‘caring citizenship’ that becomes a theoretical lens from which we can see young people’s everyday acts of care as acts of citizenship. We argue that such acts of care are driven by, and are unique to, specific cultural contexts. Finally, we propose ways in which young people’s diverse citizenship experiences could be considered in policy, programmes and practice.
73	Individual	Friday A2 session	Sofia Ali	Fiji National University	Fameeza Mosmeen Dean, Teacher; Shomal Prabhashni Chandra, Teacher; Ashyana Fareen Nisha, Teacher; Sofia Ali, FNU	sofia.ali@fnu.ac.fj	Mitigating impacts of Climate Change through Education and Development of Pacific Island Countries (PICs)	The Pacific Island Countries (PICs) are considered the most vulnerable states that are experiencing the adverse impact of climate change. The detrimental effects of climate change pose extensive challenges to economic development, the physical environment, and the livelihood of individuals. These rapid adversities also affect coastal areas and threaten island nations to become uninhabitable, thus hindering developments. Fiji is a developing state, is also susceptible to the effects of climate change. Contrary to this, Fiji can adapt to the myriad of challenges by strengthening, expanding, and reimagining connections for and through education. The presentation of the paper is structured into three folds. The first part of the paper discusses how the adaptation to climate change is feasible by advocating future generations through education with pertinent knowledge, skills, and behaviors for sustainable societies. Fostering long-term sustainable behavior in individuals is practicable with education. It is about how and why people learn and its relevance in the modern world where global challenges are predominant. The second part of the paper discusses on strengthening, expanding, and recreating interconnectedness for and through education that contributes to sustainable development pathways and can confront the drivers of vulnerability. It is increasingly recognized that communities in PICs must deploy efficient strategies through education to mitigate the impacts of climate change. Finally, the paper will discuss on broadening suitable measures with actions that would contribute towards socially, physically, and environmentally sustainable futures. Interconnectedness amongst communities is pivotal to making a difference in the behavior and attitude of inhabitants. Subsequently, in the quest of recreating spaces for a learned and sustainable society, networking and engagement through education are indispensable.
74	Panel/ Symposium session	Thursday A3 session	Sue Wilson	Monash University	Reema Sarwal, Hem Dayal and Ledua Waqailiti, USP	Sue.Wilson@Monash.edu	Centering indigenous and local knowledges: Using the Kakala Framework in teaching and learning	The Kakala Framework demonstrates what is considered important in Oceanic societies with commonalities such as family and education via its metaphoric garland. Our symposium prompts discussion how the Kakala framework might support teaching and teacher education in addition to framing research. The discussion, while focused upon literacy and numeracy education, could have wider application across the curriculum in relation to both knowledge creation and the development of academic skills while ensuring that indigenous and local knowledges are placed at the centre of the learning. This offers opportunities for meaningful engagement, purposeful student experiences and potential to demonstrate that individual learners’ lives and perspectives are valued. We will share our own research experiences and apply these to the Kakala metaphor. Sue will explore the metaphor and its value for teaching and learning as well as research. Reema will share her project about critical thinking skills in English for Academic Purposes and what was revealed when she applied the Kakala Framework as a research methodology. Hem will explore problem solving within numeracy teaching and learning in the Pacific, exploring ways that the Kakala framework might support teaching and teacher education. Ledua will conclude our presentations with a discussion of how early childhood education has historically been considered less important than primary and secondary education, even though the social and cultural literacies involved are essential for understanding how active and important roles can be taken up within our diverse communities. We then invite all symposium attendees to participate in talanoa around this topic.
75	Individual	Friday A1 session	Swati Gulati	The University of Waikato		gulati.swati12@gmail.com	Pulling back the curtain on the World Bank’s Strengthening Teaching-Learning and Results for States (STARS) programme in India	In June 2020, the World Bank provided US $500 million assistance for the “Strengthening Teaching-Learning And Results for States (STARS)” programme. This study uses an intrinsic case study to explore the ideation and development of the World Bank’s STARS programme from a critical theory perspective. Document analysis was used to analyse key STARS programme documents, including minutes of meetings, reports, policy documents, and financial statements. The document analysis suggests that the World Bank uses a top-down approach to country ownership and engagement in the STARS programme by playing a leading role in the design, delivery, and implementation of the STARS programme, despite only funding a small portion of the programme. The findings from this study reveal how the World Bank continues to operate as a hegemonic power, by continuing to assign conditionalities for education reform to its loan agreement. These findings pull back the curtain on the World Bank’s rhetoric that it has reformed its practices to be more responsive to the needs and aspirations of countries.
76	Individual	Friday C3 session	Tagataese Tupu Tuia	The National University of Samoa	Epenesa Esera and Maua Tulipe	t.tuia@nus.edu.ws	COVID-19 and its impact on Samoa's education system	Samoa’s educational response to covid-19 was impeded by human and physical obstacles along the way as the new educational ideologies, technologies and strategies that came into effect to support the usual teaching and learning took time. During covid-19, Samoa emphasized the importance of distancing and locked down as their response to safety measures necessary for the welfare of all individuals. However, it changed educational learning and teaching students and teachers currently faced from day to day. In fact, these safety measures heavily impacted education in its daily organisation and operation. country. Due to Samoa’s lack of technology knowhow and skills many students were disadvantaged because of these unpredictable changes to educational life. MESC (2020) proposed new educational measures and strategies as alternative measures for the education system to assist students, parents and stakeholders to continue supporting teachers and students. Familiarising with online teaching and learning as well as acquiring appropriate computer skills contributed to learning for all. However, families without resources like computers and internet suffered most. Nevertheless, in order to survive covid-19 it was vital for all to abide by the safety measures to avoid being with affected but at the same time no one was left behind educationally.
77	Individual	Friday A1 session	Taylor Hughson	University of Cambridge		tah54@cam.ac.uk	Nation-states and the ‘boundary work’ of teachers: Thinking about teachers and the mediation of difference in ‘post-imperial’ spaces	This presentation develops some preliminary thoughts in response to the question: how are teachers positioned by contemporary nation-states to engage with forms of difference in ‘post-imperial’ spaces, and to what end? Two such ‘post-imperial’ spaces are selected for interrogation: 21st century England, and 21st century Aotearoa New Zealand. Each context involves particular forms of post-imperial difference: in England this might be conceptualised as ‘everyday multiculture’ that has emerged largely out of migration to the metropole (Gilroy, 2004), while in Aotearoa we can consider both multiculture and the ongoing difference produced in and through settler-indigenous relations. Through an analysis of government policy documents, I will show how the modern political apparatus of the nation state profoundly shapes the possible forms teachers are able to take up within these spaces. In England, teachers are positioned as ridgid ‘border workers’, clearly making the boundaries of the nation-state and being tasked with an assimilationist agenda. In Aotearoa, teachers are positioned as needing to be more open to difference, especially vis-à-vis te ao Māori. However, in both instances teachers are still positioned as needing to ‘bind up’ the nation to some degree, accommodating difference within national boundaries in ways which can be profoundly limiting when it comes to imagining alternative, non-nation-state-oriented futures. Accordingly, I will end by arguing that it is only through challenging and re-imagining the peculiar post-Westphalian political form of the ‘nation’ that teachers will be able to engage in a richer, more meaningful fashion with the true onto-epistemological diversity of the world.
78	Individual	Thursday C1 session	Tepora Wright	The University of Waikato		pora.wright@gmail.com	Wayfinding as an emerging researcher	The existence of networking and mentoring spaces for new and emerging researchers is a valuable part of developing research capacity in any field. This is particularly important in comparative and international education in the Oceania region, where doctoral researchers often engage with multiple theoretical and conceptual spaces during their doctoral research journey. The New and Emerging Researchers Fono space within OCIES is an example of a space that provides doctoral candidates with the network and peer mentoring opportunities to grow as researchers as well as leaders. In this presentation I use critical autoethnography as a methodological tool and the metaphor of ‘wayfinding’ to examine my developmental journey as an emerging researcher and leader. Situated in the relational space between indigenous Pacific thought and comparative and international education theory, I draw attention to tensions, assumptions and learnings that exemplify engagement as an emerging researcher in this relational space. Critical storying of a personal research and leadership journey within the new and emerging researcher community of the OCIES organisation, offers some insight for sustainable and emancipatory leadership development for emerging researchers.
79	Individual	Friday A2 session	Tun-Jung Kuo	University of Hawaii at Manoa		tunjung@hawaii.edu	International Housing and East Asian International Students’ Development of Intercultural Competence: A Case Study of The East-West Center Residential Housings	This research focuses on cross-cultural communication and intercultural competence of the East Asian graduate students who are affiliated with government sponsored institute in the US. The purpose of this study is to investigate East Asian students’ experiences and strategies to interact with not only the Hawaiian culture but also the other cultures in culturally-diverse student housings at the East-West Center, assessing institutional resources that help foreign students to adjust to different countries. I used the intercultural competence models, developed by Dr. Darla Deardorff, to examine East Asian students’ communication behaviors based on four major stages: attitude, knowledge and comprehension, internal outcomes, external outcomes. In-depth interviews were conducted with students from Japan, China, Taiwan and South Korea to obtain a deeper understanding of East-West Center’s role in students’ development of intercultural competence. East-West Center housings and community activities serve as important agencies where the East Asian students can learn from different cultures in daily life, which also reinforce the cultivation of cultural awareness and communication techniques. However, some factors, such as language barrier and Confucianism values, were found to contribute to the negative effects on East Asian students’ outcomes of intercultural communication in East-West Center housings. As this study recommends, it is crucial for college housing to provide culturally-appropriate resources and a supportive community to enhance the inclusiveness to accommodate needs from different cultures.
80	Keynote	Keynote Thursday	Unaisi Nabobo-baba	Fiji National University			Clarion Call for New Values & New Order: Equitable Opportunities in Pacific Education– Lessons from Pacific indigenous Philosophy such as ecological justice and relationality	The SDGs are clear on the need for new values and new order for a sustainable life. In education, SDG 4 calls for Quality Education. The paper defines quality education in the context of Fiji and perhaps other small island Pacific states. The paper tries to examine equity in terms of quality education and looks at the case of fee-free education in Fiji as an example of a policy and reform that pushes for equity. The paper digs deep into Pacific philosophies of distributive justice and community well being as well as relationality, to address the need and call for Quality Education in a relevant and meaningful way. The paper suggests ecological justice, and the teaching of important Pacific values may see equity of access to quality education in a sustainable way. What are some lessons we can explore further?
81	Individual	Thursday D1 session	Victor Alasa	Fiji National University	Valentine Hazelman & Victor Alasa FNU	victor.alasa@fnu.ac.fj	Teaching in the spotlight: Future-proofing Teaching for Technology Enabled Learning in a post-Covid-19 era.	The resilience of teachers in the face of one of the most arguably difficult moment of human history have become a theme of interest in educational discourse across the globe. The resoluteness of teachers to advance the frontiers of knowledge reinforces the state of education and strides recorded in different part of the world and how we have adapted to unprecedented changes and uncertainty. This paper centres around the lessons from the past few months of the covid-19 pandemic and, experiences that have continued to shape our adaptability and resilience in the learning and teaching process, especially in the Pacific. The paper identified from a social ecological perspective, teacher resilience, as the process through which a number of protective factors – things that will help the teacher to cope, and risk factors – things that make it harder for him/her to cope – interact. This paper equally glides into some of these factors that might relate to the individual teacher and others that are school environment-based. It enunciates the challenge teachers in the Pacific and Fiji, in particular, face in having to obtain the necessary technology to teach and learn quick hands-on skills in the digital space required to deliver virtual learning and teaching. It also emphasis the fact that once virtual teaching commences, and because lockdown situations tend to be prolonged indefinitely, so does the risk of ‘virtual overload’ and potential burnout from being constantly engaged with technology which can be impersonal and isolating. It draws attention on a refocusing on mental health and well-being, as cognate states if teachers are to maintain any semblance of normality or stability, as well as balance between work and personal life.
82	Individual	Friday B1 session	Victoria Beckwith	The University of Waikato		emnvix@hotmail.com	Parents' perceptions of global citizenship education in rural Aotearoa New Zealand.	This presentation explores parents' understanding of global citizenship, and their contribution to global citizenship in Aotearoa New Zealand. This qualitative instrumental case study utilised semi-structured interviews with three parents of children in Year 5 from a rural Aotearoa New Zealand school context. The discussion surrounding global citizenship, and the lack of consensus for its definition, continues but is tempered by arguing that parents demonstrate clarity when identifying the skills required to become a global citizen. The findings revealed that there was a lack of consensus among parents on what it means to be a global citizen, and the skills required to be a global citizen. The research also shows parents hold aspirations for their children to develop relational skills, intercultural awareness, and awareness of local and global issues. The development of these skills is actively supported through role modelling, involvement in communities, and providing opportunities to gain experience via travel, discussions, and sports. The focus of parents' perceptions of global citizenship education contributes to the emerging debates on global citizenship and global citizenship education, and strongly advocates for the inclusion of parents' voices.
83	Individual	Friday D2 session	Xiangyue Tan	The University of Sydney	Matthew A.M. Thomas, University of Sydney	xtan5206@uni.sydney.edu.au	Changing Rapidly: History Teachers’ Perceptions of Technology Integration Following 2020 Emergency Remote Teaching in Sydney and Shanghai	The outbreak of the COVID-19 pandemic drew global attention to educational technology as teachers were forced into emergency remote teaching. With rapid technological developments in recent years, integrating technology into teaching has become an increasingly important part of teachers’ pedagogical practices. However, effective technology integration has yet to be fully realised, especially in the subject of history. This exploratory study draws on the Technological Pedagogical Content Knowledge (TPACK) framework – which presents content, pedagogy, and technology as three interconnected knowledge bases – to examine and compare the experiences of five history teachers in Sydney and Shanghai. The study drew on interviews and document analysis (e.g., lesson plans) to explore their experiences of changing pedagogical beliefs and practices of technology integration following the introduction of emergency remote teaching. The findings suggest the emergency remote teaching experience had remarkable impacts on these teachers’ perceptions of technology as a pedagogical tool. Specifically, the teachers established more positive beliefs about the potential of technology, promoted deeper thinking about theoretical frameworks of technology integration, reconsidered expectations regarding technology integration, and developed higher inclination to take risks in technology integration. How these changes in beliefs were translated into practices were shaped by individual teachers’ unique experiences during remote teaching, their pedagogical beliefs and conceptual understandings of technology. This exploratory comparative study suggests that the conceptualisations of pedagogy in particular sociocultural and educational contexts where these teachers were working had a profound influence on their technology integration.
84	Individual	Friday D2 session	Zahra Mohamed	The University of Waikato		zahra.mohamed9907@gmail.com	“Sometimes, I don’t know which tool to use or how to use it!”: Reconceptualising professional development to support teachers’ use of digital technologies pedagogically meaningfully	With the pivotal role of digital technologies (DTs) in 21st-century classrooms, teachers are required to have knowledge, skills, and confidence to use DTs pedagogically meaningfully in their lessons. Thus, substantial and sustained professional learning and development (PLD) opportunities for teachers are essential to achieving this goal. Based on my phenomenological study, this presentation provides evidence on the impact the DT-based professional development practices in the Maldives had on nine primary teachers’ DTs use in teaching English as a second language (ESL). Data from interviews, conversations, mini-surveys, lesson observations, lesson plans, school documents, and field notes indicate that current school-based professional development (PD) sessions are insufficient for pedagogically purpose DT use. The findings suggest the need to move from PD to PLD to support and enhance teachers’ DT use for student learning. This move is from transmissive, one-shot, generic PDs to individualised lifelong learning opportunities for teachers to develop and adapt their pedagogical repertoire in using DTs in ESL lessons. Hence, this study provides invaluable information about the mode, content, and form of PLD to support ESL teachers’ pedagogical practices with DTs.
85	Individual	Friday D2 session	Zakia Ali-Chand	Fiji National University	Romina Singh, Fiji National University	zakia.chand@fnu.ac.fj	Covid-19 and its consequences on post-pandemic pedagogies	The COVID-19 pandemic has had profound impact on the lives of people globally. However, the challenges faced by novice students in adapting to online learning and teaching is unprecedented. Emergency remote teaching replaced face-to-face education almost everywhere in the world at the onset of the Covid-19 pandemic. This was done to curb the transmissibility of the virus, especially among the student population, as they are one of the more vulnerable sections of the community and students’ safety and security would be threatened with face to face teaching and learning. Fiji National University was just one of the many universities in the world that switched to online teaching when Fiji first went into lockdown mode for schools and universities on March 19, 2020. Students saw themselves confronted with the need to adapt to a completely new culture of learning in the digital sphere. When the first phase of the lockdown had passed and universities reopened on June 30, 2020, the realization dawned that more than 50% of the students were not ready for online learning as there was no response whatsoever from them. In this study a narrative approach was used to collect data from students’ personal stories and interviews to explore the question: What challenges relating to online learning were faced by the students during the lockdown of the university in 2020 and 2021 and how did they cope? The findings further explored the impact of the new mode of learning on students’ motivation, anxieties and self-efficacy.
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