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All Journal International Journal of Evaluation and Research in Education (IJERE) Mauve Journal De Leardu
Neupane, Bharat Prasad
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Understanding the nuances of virtual collaborative research writing among teacher-researchers in Asia-Pacific Region Villarama, Joseph A.; Fabros, Bench G.; Dela Fuente, Abegail V.; V. Dela Cruz, Lyan Mae Micah; Jardiel, Rhomark DG.; Neupane, Bharat Prasad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34686

Abstract

Technological advancement in 21st century brought paradigm shift in research and professional development. Teachers engaged in cross-border and virtual collaborative undertakings. This study reports how teachers engaged in virtual collaborative research writing for professional development, particularly hindrances and potential of leveraging virtual collaborative platforms in Asia-Pacific Region. Utilizing hermeneutic phenomenological approach, insights and experiences of 200 purposively selected teacher-researchers from Afghanistan, India, Indonesia, Japan, Malaysia, Nepal, Philippines, South Korea, Thailand, and Vietnam were elicited through in-depth interviews with 10 open-ended questions. Findings revealed four major themes that expound dynamics of virtual collaborative research writing towards professional development among teacher-researchers, foregrounding convenience and accessibility experienced by teacher-researchers with collaborative research. Further, given the benefits of virtual collaborative platforms, results showed that professional skills, research productivity, and efficiency are developed as teacher-researchers continue to work with different people around the world virtually. While there are multiple advantages, challenges in virtual collaboration remain evidently, including technological obstacles, unreliable internet connectivity, and absence of nonverbal cues that impeded productivity and weakened human connections. With these findings affirming transformative potential of virtual collaboration in academic and professional development, it is crucial to emphasizing its importance in overcoming traditional barriers to research, innovation, and professional development.
Engaging in International Projects and Foreign Exchange Programs During and After the Pandemic: Insights and Practices Karki, Sujeet; Neupane, Bharat Prasad; Sapkota, Rajesh
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.116

Abstract

This is an autoethnographic research that examines the advantages of participating in international projects and foreign exchange programs during the COVID-19 pandemic and beyond. These activities are perceived as professional practices which allow teachers to contribute to the development of learners, intercultural awareness, and global cooperation via online tools through the application of autoethnography as the methodology. The personal narratives were used to generate data, and the data were gathered in the form of screenshots and thematic analysis based on the framework created by Gibbs (2008). The results indicate that involvement in international projects substantially professionalized teachers by enhancing 21 st -century competencies, including critical thinking, collaboration, communication, creativity, digital literacy, and intercultural awareness. The engagements also contributed to creating networks across the globe, enhancing rapport with colleagues and learners around the world, and transforming the practice of teaching throughout and after the pandemic. To sum up, international partnerships and foreign exchange programs do not only play a vital role in the professional development of teachers, but also enable learners to generate confidence, master languages, and experience cultural diversity. The paper brings out the possibilities of technology-mediated global initiatives as sustainable practices in improving teacher identity and advancing education during and after a crisis.
Co-Authors Dela Fuente, Abegail V. Fabros, Bench G. Jardiel, Rhomark DG. Karki, Sujeet Sapkota, Rajesh V. Dela Cruz, Lyan Mae Micah Villarama, Joseph A.