This study focused on higher education and learning environments within the context of the flipped classroom (FC) approach. Using a mixed-methods approach, this study aimed to identify how the various components of the learning environment affected higher education students' (N=414) positive learning experience in FC courses. The results highlighted that students with different levels of satisfaction with the FC courses differed significantly in terms of their perspectives regarding the guidance received in the FC study method, teaching aimed at understanding, teachers' pedagogical content knowledge, the creation and maintenance of a safe course atmosphere for learning, support from peers and teachers, and the use of technology in learning. The findings offer valuable insights into what creates a positive learning experience in a university course incorporating the FC 1 This paper has two first authors with equal contribution 2 Corresponding author: Erkko Sointu, erkko.sointu@uef.fi ©2019 The authors and IJLTER.ORG. All rights reserved. approach and how this experience can be supported by both the teacher's personal actions and the institutional training.

During the COVID-19 pandemic, the mode of teaching and learning shifted from mostly offline into the online process. In online learning, interaction and engagement are limited. Thus, it is urgent to prepare students to become autonomous. The activation of students' metacognition is one aspect assumed to be crucial in their learning autonomy. So, this research aimed to describe the relationship between the learning autonomy of good language learners and the activation of their metacognition. This article employed a case study of qualitative design. Thirty participants categorized as autonomous language learners were chosen purposively. They are categorized as autonomous good language learners since they meet the five criteria of autonomous learners by Holec (1981). The data were analyzed through contextual coding. The result shows that 92% of the participant has activated their metacognition. Meanwhile, 8% of participants become autonomous learners without activating their metacognition. This 8% of participants fulfill two of them: orchestrating learning strategies and evaluating learning. Thus, it can be assumed that the activation of metacognition relates to the learning autonomy implemented by good language learners. However, it is not a decisive factor. It needs further study to analyze other learner intrinsic behaviors that probably influence the learning autonomy of good language learners, such as learners' anxiety, motivation, and self-esteem.

Penguatan Keterampilan Abad 21 mencakup Kualitas Karakter Siswa (Religiositas, Nasionalisme, Kemandirian, Gotong royong, dan Integritas), Keterampilan Literasi Dasar (Bahasa, Numerasi, Sains, Digital, Finansial, serta Budaya dan Kewargaan), serta Kompetensi (Berpikir kritis, Kreativitas, Komunikasi dan Kolaborasi) merupakan kemampuan yang harus dimiliki pendidik. Target dari pengabdian ini adalah para guru mata pelajaran Bahasa Inggris yang tergabung dalam Musyawarah Guru Mata Pelajaran (MGMP) jenjang SMP di Kabupaten Sumedang. Materi yang disampaikan mencakup penyusunan rencana pembelajaran Berbasis Keterampilan, Pelaksanaan Pembelajaran, serta Evaluasi Pembelajaran termasuk penilaian Abad 21 dan tindak lanjutnya. Berdasarkan respon guru sasaran, pelatihan dan workshop ini dianggap mampu meningkatkan empat kompetensi abad 21 yang diperlukan.

In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness.

Bahasa Inggris-Think Globally, Act Locally was developed by Puskurbuk and has become the standardized book for ninth grade English learning in national schools in Indonesia. Thus, this book is expected to be averagely applicable to use in most schools in the country. However, at an initial interview, the teachers complained that this book suddenly brings students to analyse function, structure, and the grammatical aspect. It becomes problematic since the students at the school have no background knowledge of the text. The teachers believe that their students need to overview the function and other distinguishing aspects of the text. Besides, since the book is claimed to be developed through a text-based approach, this study seeks to evaluate if the contents in all chapters of the book have been organized coherently with the genrebased approach learning cycle proposed by Hammond. By the identification, it was found that none of the textbook chapters involves complete steps of the process. Despite the theories that in some circumstances teachers can move forward, backward, or skipping steps in the application of the genre-based approach, the characteristics of the students where the study is made did not fit for skipping procedure. Besides, it is also discussed students' and teachers' perceptions towards the skipping step. Moreover, to avoid this absence affecting the general result of the pedagogical process negatively, completion of tasks and materials can be added to the textbook.