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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1108/JICE-04-2025-0017

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1080/25355406.2025.2555377

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Comparative Education  

Multilingualism is widely celebrated as a quality that education should promote for purposes of peacebuilding, inter-cultural understanding and the fostering of transferable skills. But the experience of much of postcolonial Asia illustrates how language can divide as well as unite. In the conflict-ridden multicultural society of Sri Lanka, language disputes have long contributed to social tension. Bilingual education, introduced at secondary level in 2002, was heralded as advancing both skills formation and conflict resolution. This study investigates its implications for identity construction, while illuminating how various stakeholders have understood and responded to related policies. The findings suggest that bilingual education has contributed to expanding disparities between rural and urban communities, while also creating new power dynamics at the classroom level, exacerbating distinctions of social class alongside those of ethnicity. This article thus challenges romantic visions of bilingual education as a democratising measure conducive to building sustainable peace in post-conflict societies.

DOI： 10.1080/03050068.2025.2460916

Web of Science

Scopus

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Anatomical Sciences Education  

Neuroanatomy is notoriously challenging to learn and often contributes to “neurophobia.” Traditional instruction has relied on lectures and dissection, but newer pedagogical innovations are increasingly adopted. Despite this, comparative evidence to guide best practices is limited. This systematic review and meta-analysis aimed to synthesize the literature on neuroanatomy teaching interventions, and quantitatively assess pooled effects on (1) short-term knowledge retention, (2) long-term knowledge retention, and (3) learner satisfaction. Following PRISMA guidelines, we searched PubMed, EMBASE, MEDLINE, Scopus, and Web of Science for studies published between January 2000 and February 2025. Eligible studies described defined neuroanatomy teaching interventions for post-secondary learners. Those reporting knowledge or satisfaction outcomes were included in the meta-analysis. Two reviewers independently performed screening, extraction, and methodological quality assessment using the MERSQI. Random-effects meta-analyses generated pooled standardized mean differences (SMDs) with 95% confidence intervals (CIs). From 11,438 records, 195 studies met inclusion for qualitative synthesis, most often involving digital/web-based applications (n = 38), immersive technologies (n = 22), or 3D models (n = 18). Overall methodological quality was moderate. Students valued interventions promoting 3D reasoning, clinical integration, and active learning. Thirty-seven studies contributed to meta-analysis. Computer/web-based applications showed consistent benefit for short-term knowledge (SMD = 1.69; 95% CI [0.32, 3.06]). Evidence for long-term knowledge retention and satisfaction was less robust. In conclusion, neuroanatomy education is shifting toward blended curricula integrating digital tools, models, and active pedagogies. Computer/web-based applications are most consistently effective for short-term learning; further research should emphasize long-term outcomes.

DOI： 10.1002/ase.70175

Web of Science

Scopus

PubMed

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Journal of Moral Education  

Recent debates on citizenship education centre on how best to foster inclusivity amidst diversity, and whether a common core of citizenship education can be universally applied. This paper examines policy and curriculum documents from Sri Lanka and Australia, two multicultural nations in the Asia-Pacific region, to explore how key values such as democracy, social justice, and human rights are utilised to support social cohesion. While both countries draw on these shared values, they are framed differently: Sri Lanka emphasises moral development and socio-emotional resilience, whereas Australia promotes civic participation and community engagement. These differing conceptions reflect each nation’s historical legacies and contemporary challenges. By highlighting the contextual nature of curriculum design, this study contributes to a deeper understanding of the multiple ways democratic and inclusive citizenship can be interpreted, and the diverse strategies employed by education systems to support pluralistic societies.

DOI： 10.1080/03057240.2025.2596957

Web of Science

Scopus

Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Book review, literature introduction, etc.  

DOI： 10.1080/00131911.2024.2354939

Web of Science

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