Managing Hybrid Learning with Large Groups during the COVID-19 Pandemic by Marija STEVKOVSKA

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Strategies for teaching and assessing students in large mathematics classes in secondary schools in Tanzania: A systematic review by Honorata Kihaga, Bettina Dahl, Septimi Kitta, Morwo Likinjiye

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SOME REFLECTIONS ABOUT LEADING LARGE CLASSES by GIOVANY SUÁREZ PINILLA, NATALY CAROLINA GARCÍA QUINTERO

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Writing Instruction in Large Secondary School EFL Classes: by Jimalee Sowell

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Teaching science, technology and society in blended learning large classes: a qualitative study of the Normale lecture model by Jayson L. de Vera, Nilo Jayoma Castulo, Vic Marie I. Camacho, Thaddeus Owen D. Ayuste, Brando C. Palomar

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Care and compassion in large-group teaching: uncovering teachers’ experiences by Emma Kennedy, Suzan Koseoglu, Shreyashi Chakraborty, Punitha Puttuswamy

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Relational Teaching Behaviours in the Large University Class: An Observational Study by Simon G. Beaudry, Jenepher Lennox Terrion, Meredith Rocchi, Michelle Bartleman

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Validating the effectiveness of a classroom-setting form of early clinical exposure with direct physician involvement in gastrointestinal physiology education by Yan Yan, Lihong Hu, Ying Zhang, Bo Cao, Qiang Zhou, Yujia Huang, Jiao Wang, Haixia Wen, Hui Zhu

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Assessing the Effect of Large Class Size and Pupils Academic Performance in Public Primary School in Rukungiri Municipality. by Kashumbusha, Robert

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Student self-reflection as a tool for managing GenAI use in large class assessment by Celeste Combrinck, Nelé Loubser

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