This study aimed to examine the impact of self-organization and self-efficacy in predicting attitudes toward cheating in online exams among undergraduate students. Drawing on the self-regulated learning framework, a cross-sectional survey design was employed to collect data from 153 students at a Saudi university using three validated scales. The findings revealed that self-organization and self-efficacy were significant negative predictors of attitudes toward cheating, with higher levels of these attributes associated with less favorable attitudes toward cheating. Furthermore, moderation analysis showed that self-efficacy significantly moderated the relationship between self-organization and cheating attitudes, suggesting a complex interplay between the two constructs. The findings highlight the importance of fostering self-regulated learning skills to enhance academic integrity in online assessment contexts.  

A survey of literature on methodology reveals that the whole-part relationship is broken between the overarching definition of methodology and compatible sets of methodic practices and underlying assumptions. Two key general structures are missing: (a) a big picture view within which to organize definitions and parts, and (b) a framework within which to guide analysis of any particular feature of methodology without detaching from an understanding of the particular in relation to the whole. As a consequence, a basic question remains unanswered about what social scientists mean by methodology. The current manuscript explored literature relating to methodology, without emphasis on any specific paradigm, with the aim of synthesizing both the definitions (i.e., the whole) and components (i.e., the parts) of methodology. Using hermeneutic synthesis, nine definitions of methodology and four methodological decision sets were inferred. Definitions and decision sets were integrated into a range-based methodological framework. The resulting framework captures the continuum of methodological choices made by inquirers, which has implications for educators, methodologists, and researchers seeking to engage in inter- and intra-paradigm methodological analysis to understand and compare methodological decision points. 

Team-based learning (TBL) is a popular form of collaborative learning designed to increase student engagement and motivate students to learn. A growing body of research, particularly in the health sciences, has demonstrated that TBL has positive impacts on student performance and classroom dynamics. However, much less is known about the student outcomes associated with TBL courses in undergraduate science, technology, engineering, and mathematics (STEM) education, fields in which active learning is especially important for student success and retention. To address this gap, we conducted a systematic review of the student outcomes associated with TBL in undergraduate STEM education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, we identified 55 empirical and qualitative research articles published between 2005 and 2024 that reported on TBL implementation practices and student outcomes. Importantly, we found that most studies described increased student performance and improved measures of classroom dynamics when TBL was compared to lecture-based teaching approaches. These findings provide further evidence that TBL is an effective instructional method and suggest that TBL can be implemented successfully across a wide range of student populations and undergraduate STEM disciplines.

University teaching staff are increasingly engaged in innovative sustainability-related initiatives aimed at improving teaching-learning processes while fostering their own academic development. However, the literature has only tentatively explored the impact of this participation on academic development. This work, therefore, aims to analyse the dimensions of the sustainability-oriented learning environment known as Ocean i3 that influence the academic development of university teaching staff. It is based on a case study approach that enables an in-depth and contextualised analysis of this complex phenomenon in a real-world setting. Interviews and a focus group were used as data-collection instruments while inductive content analysis guided the interpretation and discussion of the findings. The results suggest that the complexity of the educational choreography—including project design, institutional context, the teaching team, and the active involvement of staff and students— plays a key role in the academic development of university teaching staff. The study concludes that these dimensions should be strengthened in innovative sustainability-oriented learning environments in order to promote teachers’ academic development.