Pedagogical practices and civic knowledge and engagement in Latin America: Multilevel analysis using ICCS data.

This study explored the relationship between pedagogical practices and the civic knowledge and engagement of students from five Latin American and Caribbean countries, using a multilevel analysis of the 2016 International Civic and Citizenship Education Study (ICCS). The results reveal the complex interplay of educational, sociodemographic, and attitudinal factors in shaping the civic knowledge and engagement of students. Extracurricular civic engagement showed a negative correlation with student civic knowledge and engagement as measured by the ICCS cognitive test.

Extending impact beyond the community: Protocol for a scoping review of evidence of the impact of communities of practice on teaching and learning in higher education.

The disruption in higher education caused by the COVID-19 pandemic has led to renewed interest in implementing communities of practice (CoPs) as a feasible mechanism for delivering faculty development. The construct of is cited in the literature among the most important strategies for professional development. However, empirical evidence of the impact of CoPs on teaching and learning is scarce and we still know little about the extent to which faculty participation in CoPs affect their teaching practices and students' learning and achievement.