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The rise of international education and Content and Language Integrated Learning (CLIL) has created new demands for teacher education and the development of pedagogical content knowledge. This exploratory qualitative study investigated teachers’ conceptualizations of pedagogical content knowledge in an English-medium, international, Content-and-Language Integrated Learning context, addressing instructional challenges, contextual influences on teaching practices, and the role of English proficiency in Pedagogical content knowledge development. Using a case-study approach, data were collected through classroom observations and in-depth interviews with eight participants selected via convenience sampling from an international school in Mashhad, Iran. The interview transcripts were analyzed using MAXQDA 12 and conducting open, axial, and selective coding procedures. Findings revealed six core pedagogical content knowledge domains, with knowledge of technology, culture, context, and language emerging as critical additions to traditional pedagogical content knowledge frameworks. The study highlights how technological advancements necessitate digital competence; internationalization of education demands intercultural competence; and English-medium instruction requires linguistic awareness or advanced language proficiency in the context. The results underscore the evolving nature of pedagogical content knowledge in a Content-and-Language Integrated Learning environment, emphasizing the role of Englishization and multiculturalism in shaping pedagogy. This study may serve as an effort in teacher education, advocating for more investigations in search of a more comprehensive model of pedagogical content knowledge within the context of international education.

Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to determine the role of optimism and self-compassion in teachers' social well-being. The method of conducting the research was descriptive correlational research. The statistical population of this study consisted of all teachers (male and female) in the primary school of Nimroz city, of whom 148 people were selected using a random stratified sampling method according to the Cochran formula. The research tools used were three questionnaires: optimism (Scheyer and Carver, 1985), self-compassion (Neff et al., 2012), and social well-being (Keyes, 2011). Linear and stepwise regression, Pearson correlation coefficient, were used to analyze the research hypotheses. The results showed that optimism and self-compassion were able to significantly predict the social well-being of teachers in Nimroz city. Among the components of optimism, the component of intrinsic optimism and among the components of self-compassion, the component of self-kindness played the most important role in the social well-being of teachers. Also, a significant relationship was observed between optimism and self-compassion and its components with the social well-being of teachers.

This study presents a comparative analysis of Competency-Based Language Teaching (CBLT) and traditional English teaching models in the context of Vietnamese regional universities. Drawing on national reforms such as the 2018 General Education Program and the National Foreign Language Project, the research aims to evaluate the pedagogical effectiveness, curriculum orientation, assessment practices, and learning outcomes associated with both models. A mixed-methods design was employed, including surveys with 250 students and 30 instructors across five local universities, supplemented by curriculum document analysis and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were thematically coded to uncover key perceptions and implementation challenges. Findings reveal that while traditional models offer structural clarity and familiarity, CBLT demonstrates stronger alignment with 21st-century skills, communicative competence, and learner autonomy. However, challenges such as inadequate infrastructure and limited teacher training hinder full implementation. The study concludes with practical recommendations for phased adoption of CBLT through localized curriculum reforms, faculty development programs, and integration of digital tools.Top of FormBottom of Form

 This study examined the predictive role of fiction reading and emotional intelligence (EI) on empathy, with mindfulness as a mediator. A sample of 300 participants (60% female; *M* age = 20.3 years) completed validated scales: Fiction Reading Frequency (1–5), Wong and Law’s EI Scale (30–150), Five Facet Mindfulness Questionnaire (15–90), and the Jefferson Empathy Scale (20–100). Path analysis was conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples. Both fiction reading (β = .32, *p* < .001) and EI (β = .42, *p* < .001) directly predicted empathy. Mindfulness partially mediated these relationships: - Fiction reading → Mindfulness → Empathy: β indirect = .10, 95% CI [.04, .16] - EI → Mindfulness → Empathy: β indirect = .17, 95% CI [.10, .25] The full model explained 58% of empathy variance (*R*² = .58). Significant correlations emerged between all variables (*r* = .32–.67, *p* < .01). Fiction reading and EI enhance empathy both directly and indirectly *via* mindfulness. This underscores mindfulness as a mechanism for translating cognitive-emotional skills into empathic capacities. Recommendations include integrating fiction-based modules into empathy training programs.

This qualitative phenomenological study explored the culture of virtual education in Iranian higher education, focusing on the lived experiences of 31 professors and students. Employing structured interviews and thematic analysis, the research identified one overarching theme and six primary subcultures: interaction and communication, scientific and academic processes, emotional dynamics, exclusion, acceptance, and neutrality. The findings revealed that virtual education reshapes traditional academic norms by enabling wider scientific communication, reducing knowledge monopolies, and increasing collaboration across institutions. However, challenges such as diminished emotional connections, weakened academic commitment, increased superficial learning, and reduced in-person engagement also emerge. Students' and professors' attitudes toward virtual education varied, ranging from full acceptance to indifference. These orientations are influenced by personal values, learning styles, technological familiarity, and institutional support. While virtual education fosters academic freedom and access, it simultaneously disrupts emotional and spatial dimensions of learning environments. The study concludes that understanding the cultural dimensions of virtual education is crucial for policymakers and educators to enhance its effectiveness. Tailoring educational planning to account for emotional, structural, and communicative factors will be essential in ensuring the long-term sustainability and equity of virtual education in higher education contexts.

This study examines the pragmatic strategies employed by Arab and Western politicians in shaping public opinion regarding the Israeli-Palestinian conflict. By analyzing political speeches and media statements, the research reveals a distinct contrast in rhetorical approaches between the two groups. Arab politicians predominantly use emotionally charged language and accusatory rhetoric, framing Israel as the aggressor and appealing to cultural and ideological sentiments that resonate with their domestic audiences. In contrast, Western politicians adopt a more neutral, diplomatic tone, focusing on cooperation and peaceful negotiations to navigate complex geopolitical interests. The findings confirm that these divergent strategies significantly influence public sentiment, with Arab leaders mobilizing strong support for Palestine, while Western leaders attempt to maintain international alliances by promoting balance and compromise. This study contributes to the fields of political pragmatics, cross-cultural communication, and conflict resolution by highlighting the role of language in shaping public perceptions and policy decisions. The research emphasizes the need for policymakers to consider cultural differences in political communication, offering an understanding to develop more effective communication strategies for international diplomacy. This study examines the pragmatic strategies employed by Arab and Western politicians in shaping public opinion regarding the Israeli-Palestinian conflict. By analyzing political speeches and media statements, the research reveals a distinct contrast in rhetorical approaches between the two groups.