Cognitively activating teaching practice, as a strategy that can promote students' critical thinking, problem-solving, and in-depth learning, is considered to have potential relevance for teachers’ professional collaboration. A new international study led by Dr. Mehmet Şükrü Bellibaş provides compelling evidence that teachers who collaborate professionally are significantly more likely to use cognitively activating teaching practices. The study also reveals that the positive effects of collaboration are even stronger in schools with high collective innovativeness.

Private tutors, as key actors in the rapidly expanding global shadow education sector, construct diverse and dynamic professional identities shaped by cultural, economic, political, and institutional environments. A new review by researchers at Hong Kong Baptist University provides the first systematic synthesis of private tutor identities across diverse cultural contexts.

Can rating be more than a warm-up activity in classroom assessments? A new Hong Kong study reveals that the accuracy with which students rate their own and their peers’ writing significantly shapes the quality of feedback, the depth of revision, and ultimately the improvement of their writing performance. The research challenges the common perception and instead shows its essential role in driving meaningful learning outcomes.

In an era where student-centered instruction and competency-based learning are gaining traction globally, enhancing teacher capacity remains a pivotal challenge. Recognizing this, a team of Chinese education researchers has turned to framing theory to better understand how collaborative professional development models—particularly lesson study—can drive meaningful shifts in teachers’ instructional practice.

Researchers developed an Ag/Sb2O3/Au memristor array that mimics brain-like computing, performing on-device image feature extraction with low power consumption, promising smarter and faster electric grid inspections.