The aim of this study is identifying the publications related to Augmented Reality (AR) in education and describing the features of those studies. The Web of Science database was searched for publications on AR in education. Bibliographic coupling of the countries, bibliographic coupling of the institutions, bibliographic coupling of the journals, bibliographic coupling of the publications, bibliographic coupling of the authors, and co-occurrences of the author keywords were examined for the selected publications. Bibliographic visualisation methods were used to analyse and visualise the characteristics of the selected publications. A total of 437 publications were selected following the research criteria between 1999 and 2018. The results revealed that virtual reality, mobile learning, interactive learning environments, and e-learning were among the most studied concepts in AR research. Computers & Education, EJMSTE, Educational Technology and Society, and Interactive Learning Environments have been among the top journals, Spain and Taiwan have been the most important countries, C.C. Tsai and G.J. Hwang have been the most important authors and National Taiwan University of Science and Technology has been the top institution in this research area. The research trend and the progress of the concept of augmented reality in education have been discussed in the paper.

This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were selected randomly with clustered sampling method from the schools. The structural equation model that yields the best-fit indices, states that as teachers' psychological capital levels increase, job satisfaction levels also increase. Psychological capital has a positive effect on teachers' commitment and motivation through the full mediation effect of job satisfaction. Psychological capital has a negative effect on intent to leave through the full mediation effects of job satisfaction and organizational commitment. It is beneficial for school managers to invest in developing and strengthening the psychological capital of teachers if they want to increase job satisfaction, organizational commitment and motivation levels of teachers and to decrease their intent to leave school.

TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”

This study aims to map the Asian literature on emotions in learning, teaching, and leadership through a review of published research in Web of Science Core Collection. In all, 862 articles published between 1990 and 2018 were retrieved and analyzed. Bibliographic coupling of the countries, bibliographic coupling of the authors, co-occurrences of author keywords, bibliographic coupling of the journals, and bibliographic coupling of the institutions were extracted through bibliographic visualization methods. All the h-classics publications were also reviewed and categorized according to their topics. People’s Republic of China (Hong Kong), Israel, Turkey, and Cyprus are the countries with most relevant evidence. The top authors are found to be D.W Chan and M. Zembylas, while emotional intelligence, empathy, burnout, emotion, and self-efficacy have been the most frequently studied concepts. Teaching and Teacher Education and Journal of Educational Psychology are the journals with prominent pertinent influence. Education University of Hong Kong, Chinese University of Hong Kong, and Ben-Gurion University of the Negev are the institutions with the most notable influence. The current situation and research trends are discussed in the article.

The purpose of this paper lies in elaborating the methodology for assessing the development of managerial competences trained with the use of case technology as one of the inherent educational technologies. The principle research method is the pedagogical experiment with three control groups of students; the authors also applied the methods of systematization and generalization of the obtained data, expert assessment and interpretation of the study results, which helped to elaborate and test the scientific and methodological tools for assessing the development of students' managerial competence. The experiment involved 68 students of the Master's Degree program in Hospitality, 2040 assessments of competence levels were performed. Results: The paper reveals the essence of the methodology for assessing the development of managerial competences in university students taught with the use of case-technologies. The authors present their own rating scale for assessing the development of the managerial competences indicated in the professional standard for "Head/Manager of hotel complex/hotel chain" in Master's Degree students majoring in Hospitality. The results prove the effectiveness of using case-technologies for developing students' managerial competence, the effectiveness of different types of cases (creative, structured, and unstructured) is specified. The challenges of using case-technologies are identified, and recommendations for their use are suggested. The methodology for assessing the development of managerial competences in university students taught with the use of case-technologies elaborated by the authors can be used in educational programs in different fields of the Humanities. The difference of this methodology from the existing ones lies in its orientation at both the educational standards and the professional standards for heads of enterprises which emerged in Russia in the past 5 years. The effectiveness of the proposed methodology has been proved by high correlation of the research results obtained in different institutions and by different experts-University professors and employers.