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This article sets a theoretical foundation to transformative mixed methods research that is rooted in the critical theory of Habermas and Honneth. This addresses Habermas’s knowledge-constitutive interests and communicative action for redressing societal pathologies, and Honneth’s work on (mis)recognition, (dis)respect, and social justice. In doing so, the article argues for broadening the scope and embrace of mixed methods research, to go beyond being empirical research only or largely, and to include theorisation, critical theoretical discourse and its analysis, and ideology critique, as legitimate methods for (transformative) mixed methods research. The article makes a case for these methods as constituting important research methods in themselves in the portfolio of mixed methods research, moving the boundaries of mixed methods research beyond solely empirical studies, and providing emancipatory lenses and consciousness-raising in recognising that transformation takes many forms.

The philosophy of Rudolf Steiner’s Anthroposophy, fundamental to Waldorf education, provides an alternative view on education to that in the non-western world. The article illustrates a rhizomatic, informal diffusion of ‘alternative education’ in contrast to ‘policy borrowing’ in education, reporting how Waldorf education and Anthroposophy are regarded and operated in an East Asian context. An initial exploratory study of this provides insider perspectives of ‘knowledgeable’ practitioners in Waldorf early childhood centres in East Asia, regarding their understanding and practices of Anthroposophy and its three key concepts: the Four Temperaments; the Seven-Year [development] cycle; and the Twelve Senses. Participants identified key features of Waldorf education: holistic development of the child; nature relatedness; modelling and imitation; and contextualisation and localisation. Many features of Waldorf education ran counter to significant values and practices in schooling in the local culture. The paper indicates how to reconcile these, and makes recommendations for further research.

The aim of this study is to examine the online learning experiences of university students with Special Educational Needs (SEN), and how their experiences might differ from their typically developing peers. Fifty typically developing students (mean age = 22; 29 females) and 31 students with SEN (mean age = 22; 15 females) from a local

Cross-cultural adaptation and validation of measures are necessary to provide evidence-based educational intervention services among children with autism spectrum disorder (ASD) across countries. Language plays an integral role in the cross-cultural adaptation and validation process of measures. Currently, there are limited validated tools in Chinese available to assess special education teachers' skills in functional behavior assessments and interventions in Mainland China to effectively support students with ASD. This study aimed to validate a Chinese version of the Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI-CN) in mainland China. The SNI-FBAI, originally developed and validated in Singapore, in the English language, was translated, culturally adapted, and then administered to 239 special education teachers in two schools for children with ASD in China. Results show that the SNI-FBAI-CN has a three-factor structure (i.e., skills in behavioral assessment, skills in behavioral interventions, and needs for training) that fits the data well, with good reliability for the overall scale, as well as the three subscales. Partial measurement invariance was established between the Chinese and the original Singapore samples, providing additional construct validity evidence for this tool. Limitations of this study and directions for future research are discussed.

This article reports a case study of older adults learning English in China. It indicates how, founded on consequentialist ethics, risk analysis, and safeguarding, it was decided to use covert research, drawing on the confluence of risk analysis, risk evaluation, risk management, safeguarding, research ethics, and important contextual and cultural features. Ethical principles of nonmaleficence, beneficence, safeguarding, and protection were addressed, and account was taken of the strength, likelihood, and consequences of risks, safeguards, and benefits, informed by Chinese cultural contexts, values, behaviors, and features of teaching and learning based on andragogy and geragogy. Implications are drawn for teaching and learning with older adults, advocating significant account to be taken of contextual factors.

Remote Learning's Impact on Students' Cognitive Development: Evidence from Time Series Assessment [Conference presentation]

In the 21st century, complex problem-solving (CPS) serves as a key indicator of educational achievement. However, the elements of successful CPS have not yet been fully explored. This study investigates the role of strategic exploration and different problem-solving and test-taking behaviors in CPS success, using logfile data to visualize and quantify students’ problemsolving behavior on 10 CPS problems with different characteristics and levels of difficulty. Additionally, in the present study, we go beyond the limits of most studies that focus on students’ problem-solving behavior pattern analyses in European cultures and education systems to examine Arabic students’ CPS behavior. The results show that computer-based assessments of CPS are feasible and valid in Jordanian higher education. The findings also confirm the structural validity of CPS, indicating that the processes of knowledge acquisition (KAC) and knowledge application (KAP) can be distinguished and separated in the problem-solving process. Large differences were identified in students’ test-taking behavior in terms of the efficacy of their exploration strategy. We identified four latent classes based on the students’ exploration strategy behavior. The study thus leads to a better understanding of how students solve problems and behave during the problem-solving process in uncertain situations.

Macau, Macau Business, MAG, MB, MB Featured, Opinion | As Macau rebuilds its post-pandemic economy, one could be forgiven for believing that the good life for all has arrived, as evidenced in the manifest opulence on display in its up-market shopping malls. However, this is not the case; social justice needs attention in Macau.

Macau, Macau Business, MAG, MB, MB Featured, Opinion | Macau wisely looks to mainland China, South-East Asia, and Portuguese-speaking countries, as part of its economic diversification. However, to be a player on the international stage and world-wide market, it must look wider, and, hence, the standard of English in Macau must improve dramatically and urgently.

Macau, Macau Business, MAG, MB, MB Featured, Opinion | Many employers in Macau expect their employees to have received higher education (HE). This returns to the endless question of what HE is for; is it for job knowledge and skills acquisition, attitude development, thinking abilities, creativity, problem solving, how to learn, or what? What and whose knowledge?

Macau, Macau Business, MAG, MB, MB Featured, Opinion | The recent euphoria over Macau’s economic resurrection should not mask the long-standing challenges facing its society and values. Sunshine creates shadows in which can lurk a range of pathologies.

Macau, Macau Business, MAG, MB, MB Featured, Opinion | Here we are, back in full-throttle summer tourism in tiny Macau, with visitors galore, lines of tourist coaches everywhere, and the casinos back on course to welcome gamblers. However, gambling reaches much wider than Macau’s casinos.

Macau, Macau Business, MAG, MB, MB Featured, Opinion | Just when diversification is the name of the game in Macau, and with the manifold benefits of diversity that internationals can bring, how sensible is it to treat its international non-resident workers so poorly, and with lamentable transparency and accountability?