Enhancing Women’s Development through Literacy Education in

Women’s issues are global and universal. Illiteracy and limited access to education keep women marginalized. Literacy empowers and it is the most important means through which women can be developed socially, politically and economically. This paper, therefore, examines literacy and development and discusses how literacy education can help in the development of women. The paper goes further to highlight the benefits of literacy education to women and concludes with some suggestions on how women development can be enhanced. DOI: 10.5901/jesr.2014.v4n6p343

Generative Artificial Intelligence (GAI) has garnered significant attention in the academic community recently (An et al., 2023; Weng & Chiu, 2023), and it has been widely adopted within Taiwanese higher education. Its incorporation into language education provides students with novel and diversified learning experiences. Previous research indicates that English as a Foreign Language (EFL) learners utilize intelligent personal assistants (IPAs) for self-directed second language (L2) learning outside of classroom settings (Dizon & Tang, 2019). GAI facilitates more efficient language acquisition among students, thereby enhancing their learning motivation and autonomy. Simultaneously, educators benefit from GAI’s supplementary tools and resources, which enable them to deliver differentiated language instruction and assessment. This study examines the potential impact of GAI on students’ learning motivation and performance, as well as how instructors can leverage GAI to promote self-directed learning and provide precise, personalized assessments and feedback.

The issue of Artificial Intelligence (AI) literacy is gaining popularity in the field of education. Most research on AI literacy has focused on primary, secondary, and higher education, and there has been limited examination of AI literacy programs in early childhood education. This study aimed to evaluate the impact of an eight-week AI literacy program on young children’s AI literacy, AI-related creativity, and their perceptions of the AI4KG program. A total of 26 young children (average age of 4 years) enrolled in the program at a kindergarten in Hong Kong were the subjects of the study. The results indicated that (1) young children were capable of learning basic AI concepts and knowledge; (2) in terms of AI-related creativity, younger children were able to design a chatting robot via imagination, while older children created an AI robot to assist people in their drawings; (3) in regards to the children's perceptions of the AI4KG program, older children who enjoyed the activity were able to train AI, while younger children preferred to draw the future AI city and participate in the AI story activity. This study highlights the positive benefits of AI literacy education in preparing young children for an AI-driven future.

Despite the critical role of digital literacy in education, employment, and socio-economic development, rural areas like Igbaja face significant barriers, including limited access to technology, poor internet connectivity, and a lack of trained mentors. Therefore, through a structured mentorship programme, this action research evaluated and enhanced digital literacy among youth in Igbaja, a rural community in Kwara State, Nigeria. The study employed a mixed-methods approach, combining survey and a quasi-experimental mentorship intervention to assess digital literacy levels, identify challenges, and measure the impact of mentorship. Findings reveal that while the participants exhibited proficiency in using smartphones and social media, they lacked foundational digital skills such as Microsoft Office applications, email management, and online safety. The mentorship programme significantly improved the participants' digital literacy, with 97.1% reporting enhanced knowledge and 92.6% acquiring new skills. Key barriers identified include limited device access (60.3%), insufficient skills (14.7%), and poor internet connectivity (13.2%). The study concludes that mentorship is an effective strategy for bridging the digital divide in rural communities and thus enhancing inclusive and sustainable development. Recommendations include integrating practical digital skills into school curricula, and establishing community digital hubs to sustain literacy gains. This research contributes to policy and practice by offering a scalable model for digital empowerment aligned with Sustainable Development Goals (SDGs) 4, 8, 9, 10, and 11.

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

Drama education is traditionally closely connected to wider societal discourses about human development and ‘character formation’1. In this article I will address some of the central themes in contemporary research in the field of drama and theatre education2. One of these themes is the benefit of drama education and drama literacy for ‘character formation’. In a postmodern era this concept includes the notion of otherness. One experiences otherness in thoughts, cultures and in oneself through the changes of perspective that occur when building fictional worlds. This can be seen as part of a poetics of drama education. In this article I will discuss, from a research perspective, the foundations of a poetics for the field of drama education.

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

The advancement of online educational platforms offers promising opportunities for improving educational access and empowerment, particularly for women in Afghanistan, where traditional barriers often limit their participation in formal education. This study aims to examine how online learning contributes to the educational attainment, skill development, and socio-economic empowerment of Afghan women, while also exploring the challenges they face in utilizing these platforms. A quantitative survey method was employed, gathering responses from 150 female students enrolled in an online university across four faculties: Medical, Computer Science, Education, and Economics. The participants, aged between 20 and 25 years, provided insights into their experiences with online education through structured questionnaires utilizing a 5-point Likert scale. Results reveal that a significant majority of participants acknowledged the positive impact of online platforms on their academic knowledge and skills. However, challenges such as limited internet access and inadequate digital devices were commonly reported, posing barriers to full participation. Furthermore, many women expressed increased confidence and empowerment from engaging in online education, with opportunities emerging for entrepreneurship and digital work. Cultural and family expectations were also identified as factors restricting the full benefits of online learning for some participants.

Colleges and universities today are not only serving traditional high school graduates, but also students who have earned a General Educational Development (GED) diploma. Through the GED tests, individuals who did not complete high school or were home schooled can earn an alternative high school diploma. In 1942, the GED test was developed under the direction of the American Council of Education, to provide World War II veterans a way of earning an alternative high school diploma so that they could take advantage of the postsecondary education benefits provided by the GI Bill (Tyler, 2003). In the 1950s, the test was made available to all adults who had not completed high school. The Ohio Department of Education's Office of assessment issued a news release dated June 4, 2003, stating that in 2001, 41,000 Ohioans took the GED test. At Rent State University (KSU), there are more than 1,000 GED graduates enrolled as undergraduate students among the eight regional campuses (Research, Planning and Institutional Effectiveness, 2002). A study conducted by Dowdy and Golden (2004) showed that GED graduates possess a wide range of diverse characteristics that distinguish them from traditional high school graduates in higher education. Many GED graduates have been in the workforce or are still in the workforce, married, parenting, and may have some college experience (Golden, 2003). Thus, their diversity brings a much richer and lived experience to the classroom, as opposed to high school graduates: however, they may not be as prepared for college as are high school graduates who are exposed to college preparatory courses and career and vocational guidance in secondary education (Golden). To further their academic skills or obtain their GED, some individuals enroll in adult basic education (ABE) programs to receive formal training in improving or enhancing basic skills. For example, in Ohio, 56,607 adults participated in ABE programs during 2004 (Ohio Adult Basic and Literacy Education). Most of these programs provide students with instructional strategies for taking the GED test or to improve or enhance their basic skills (e.g., reading, writing, and math). A study conducted by Sheehan-Holt and Smith (2000) indicated that although participation in ABE classes improves adults' personal goals of obtaining their GED, communicating more effectively with their children, and reading the Bible, these goals do not necessarily improve their literacy abilities in a way that benefits the broader social context of becoming productive citizens. Thus, many students in these programs do not receive preparation for employment, skills to improve their employment situation, career advice, or exposure to postsecondary education. Furthermore, many GED graduates never enroll in ABE classes, particularly home schoolers. They, as well as others, just take the GED test. This means that their exposure to college does not exist, unless it is obtained through other sources such as family members, co-workers, or some other medium. Perhaps, then, for some GED graduates, their and attitudes in their capabilities drive their success in college. Self-efficacy as defined by Bandura in Goddard and Goddard (2001) is beliefs in one's capabilities to organize and execute the courses of action required to produce to given attainments (p. 807). This article is part of a series discussing our findings from GED graduates who participated in a research study at KSU. The first article provides background information about the study and briefly discusses how GED graduates approached postsecondary education. The purpose of this article is to explore how self-efficacy influences the persistence of GED graduates to succeed academically in postsecondary education. Although there has been research on college preparation for high school students, there is almost no research that focuses on college preparation for GED graduates. …

Women entrepreneurs in rural Ecuador face significant obstacles, including limited access to education, financial services, and business networks. Despite their vital role in the economy, gender inequalities hinder their success. This study protocol aims to evaluate the impact of a tailored business training program designed to empower rural women entrepreneurs and promote sustainable economic development. Aligned with the Sustainable Development Goals (SDGs) of Quality Education (Goal 4), Gender Equality (Goal 5), and Decent Work and Economic Growth (Goal 8), the program will assess improvements in women’s agency, confidence, and business performance. Key results include a 54% increase in perceived self-efficacy and a 200% increase in locus of control observed in the pre-pilot phase, indicating enhanced decision-making capacities and program effectiveness. Expected improvements in business performance will be measured by sales figures and financial growth, with anticipated positive impacts on SDG 8. The program will also track participation rates, with high enrollment and completion rates contributing to SDG 4. Additionally, financial stability and the number of engaged suppliers will be monitored, supporting SDG 8. By incorporating additional structural interventions, the study will offer insights into enhancing the empowerment of rural women entrepreneurs, creating a holistic impact that fosters both individual and community development.

Women's contribution to family income is increasingly necessary, especially during the current economic crisis. Women's limited access to market opportunities is shown by their low participation in formal businesses. Most women still work in the informal sector and in jobs that do not use sophisticated equipment and technology. This work usually does not provide adequate social and legal protection and welfare guarantees, in addition to unhealthy working conditions and of course low income levels. Azalea MSMEs are currently almost mostly women entrepreneurs, expected to support the household economy. Therefore, this PKM activity aims to provide training to be able to increase the role of women (community and Azalea MSMEs) in supporting the household economy, it is hoped that women can have financial independence

Background: Rinca Island in West Manggarai, NTT, faces challenges in health, education, economy, and tourism, including limited access to health services, low literacy rates, a struggling economy, and untapped tourism potential. These issues have kept the area classified as a 3T region, indicating low welfare levels. To address these challenges, Arah Pemuda Indonesia, along with 40 delegates from various regions, implemented the Pengabdi Muda #11 program over four days to provide community service. Objective: The program aims to enhance community awareness and capacity in health, education, economy, and tourism through a Human-Centered Development approach. Method: The initiative included socialization, counseling, workshops, and hands-on demonstrations, engaging the community directly. Key partners were local government, healthcare professionals, business stakeholders, and academics, with evaluations conducted using pre-tests and post-tests to measure skill development. Results: The program led to significant increases in public health awareness, educational literacy, local economic skills, and understanding of tourism potential. Conclusion: The initiative positively impacted the Rinca Island community by enhancing individual and community capacities. Continued programs are expected to further support sustainable local development.

The trend in science education policy in the 21st century emphasizes the importance of scientific literacy in science education as a transferable outcome. This research is a type of Research and Development (R&D) development research. Development research in the field of education aims to produce products for the benefit of education. This research produces a new product in the form of e-LKPD with a scientific approach to acid-base material. The purpose of this research and development is to find out how the procedure for developing teaching materials based on a scientific approach is implemented in the inquiry-flipped classroom learning model to improve Science Literacy skills and to find out the practicality of teaching materials based on a scientific approach implemented in the inquiry-flipped classroom learning model. Based on the results of the validation carried out on material and media experts in two rounds, the results of the first material validation were 89.30%, the second material validation was 98.70%. Design validation was conducted in two rounds where the first round obtained results of 87.50% and the second round of design validation 97.50%. Based on the results obtained from chemistry teachers, the first practitioner validation obtained 87% and the second practitioner validation obtained 91%, student responses to teaching materials with a percentage of 85.50%. Based on the criteria for the interpretation of the percentage of practicality, the group evaluation (student responses) was obtained with practical criteria or feasible for revision

In recent years, there has been a growing recognition of the potential of podcasts in higher education. In this paper, we draw attention to a type of podcast that is understudied in the literature: what we call “co-creation podcast”, which refers to podcasts co-created by teachers and students. This paper presents and discusses a case of co-creation podcast in the context of Understanding Wellbeing, a distance learning interdisciplinary course on wellbeing at the University of Warwick, which then inspired a similar course at the University of Copenhagen. By evaluating the experiences of the co-creators, both students and teachers, as well as of the listeners, and by discussing our case in the context of the relevant literature, we have to main aims. First, we aim to explore how co-creation podcasts can have educational benefits for all the parties involved. Second, we aim to explore whether co-creating a podcast with students in the context of a distance learning interdisciplinary course on wellbeing can be an effective medium for delivering wellbeing literacy in higher education.

ABSTRACTIn states with limited road accessibility, rural students can feel isolated from library services. This article explores the creation, implementation, and results of an on-going longitudinal study assessing the library service needs of rural students in eLearning courses. To align with current practices in online pedagogies, including the Association of College and Research Libraries' Standards for Distance Learning Library Services and recent revisions to the Framework for Information Literacy for Higher Education, this survey has been designed to help the library identify and improve services to enhance rural student success.