Views of 5-6-Year-Old Children on the Preschool Educational Environment

The need for teachers to develop their content knowledge and understanding of the nature of technology remains an issue for technology education in New Zealand, and although web-based resources (WBRs) offer an effective means of supporting teachers in this endeavour, and have acknowledged potential to transform education, teachers are not necessarily well prepared to integrate WBRs effectively into their pedagogy. This research set out to investigate how teachers could be supported to enhance their classroom use of WBRs in secondary school technology education. This involved investigating the nature and extent of the participants’ existing classroom practice using WBRs, designing and implementing a sustained intervention programme to support them to expand and enhance the ways in which they integrated WBRs into their technology programmes, and evaluating how and why this influenced their classroom practice. The participants—seven experienced secondary school technology teachers—were from three different schools, had a range of backgrounds, and taught a range of technological areas including food, textiles and structural technology. The study employed an interpretive research design and qualitative research methods, and was underpinned by a sociocultural theoretical perspective. The design of the intervention was informed by literature on characteristics of effective teacher professional development in general, ICT professional development in particular, sociocultural theories of learning, and Bell and Gilbert’s (1994) model of teacher professional development which emphasises the importance of addressing three dimensions of teacher development (personal, professional and social). The intervention incorporated the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) as a tool for communicating the complex knowledge base required for effective integration of WBRs. The framework was also used to analyse participants’ developing knowledge as they integrated new ideas and approaches in the classroom. This research concludes that when particular components are included in a professional development programme, teachers can be supported to enhance their classroom use of WBRs and to become empowered to continue their own ongoing development, even when they have limited skills and knowledge and face significant constraints. While the critical elements of the intervention were not new, the particular combination of components was unique. The study also draws attention to the complex range of variables that can influence individual teachers as they progress in their integration of WBRs and development of TPACK. It explores, using velocity as an analogy, how various factors, and their interactions, impacted on the degree, and rate, of change of the teachers’ integration of WBRs. Findings indicate that in the current educational and ICT environment, and in technology education in particular, with recent curriculum and assessment changes, teachers are likely to acknowledge a need to increase and/or enhance their classroom use of ICT and are therefore willing to engage in professional development that appears relevant and manageable in their particular teaching context. Although examples of transformative use exist, the overall impact of ICT in education remains limited despite government funding for ICT initiatives and increasing use of ICT in education. Therefore, the conclusions of this study are particularly relevant in the current educational environment. Although the research is limited in scope to integrating WBRs in technology education, it is likely that the key principles of the intervention can be more broadly applied to ICT professional development in other subject areas.

Dental institutes continue to face challenges in making the transition from a discipline-based to an integrated curriculum. The need analysis is often the first step in the development and implementation of any curriculum. This study intends to carry out a needs analysis for a contemporary dental curriculum in private and public sector dental colleges of Peshawar, KPK, Pakistan. The mixed method study was carried out at public and private dental institutes in Peshawar from April to July 2022. To guarantee triangulation, data were gathered from three sources. The first source was an analysis of the Pakistan Medical and Dental Council's dental curriculum accreditation standards. The second source was gathering the experts' perspectives, and the final source was a systematic literature search to explore the necessity for an integrated undergraduate dental curriculum from the experiences and expertise of contemporary curricula. Thematic analysis identified the need for the dental curriculum to be a five-year BDS program, involvement of students, and inclusion of digital dentistry and environmental sustainability in the dental curriculum. PMDC accreditation standards focus on alignment in mission, vision, curricular outcomes, an integrated curriculum, and a quality assurance system for assessment. Experts identified the need for a patient-centered curriculum focusing on integrated patient care. They also identified that the current educational environment should be improved to sustain a contemporary dental curriculum in Pakistan. For the literature review, nine articles were included in the final review. The current dental curriculum is not accommodating to the needs of the students in Peshawar. The current dental education environment lacks the infrastructure, logistics, and teacher training to sustain the standards set by PMDC.

Background This study uses the Dundee Ready Educational Environment Measure (DREEM) questionnaire to investigate undergraduate medical students' perceptions regarding their educational environment. The study recognizes the pivotal role of the educational environment in shaping future healthcare professionals and aims to contribute valuable insights for continuous improvement. The DREEM questionnaire, a validated tool, provides a structured approach to assess various dimensions of the educational environment. The study explores teaching and learning, academic atmosphere, student self-perception, social support, and overall satisfaction, seeking to identify strengths and areas for enhancement. The overarching goal is to offer evidence-based recommendations for academic institutions, curriculum developers, and policymakers to foster an environment that optimally nurtures the learning experiences of undergraduate medical students. The study aspires to contribute to the ongoing efforts to refine and elevate medical education, ensuring the holistic development of future healthcare professionals. Aims & objectives Using the DREEMquestionnaire, evaluate undergraduate medical students' perceptions regarding their educational environment. Identifying thestrengths and weaknesses in the current educational environment, encompassing teaching and learning, academic atmosphere, student self-perception, and social support. Methodology All undergraduate medical students of C.U.Shah Medical College and Hospital, Surendranagar, Gujarat (India), were included in the study. DREEM questionnaire was introduced in classroom settings in digital form with the help of Google Forms. The perceptions were obtained and analyzed with the help of Google Sheets. Results The DREEM questionnaire mean scores (124.58/200) indicate an overall positive perception of the educational environment among medical students, with total scores falling within the 'More Positive than Negative' range. The domain-wise analysis reveals scores for Students' Perception of Learning (SPL) 30.09/48, Students' Perception of Teachers (SPT) 27.87/44, Students' Academic Self-Perceptions (SASP) 20.60/32, Students' Perception of Atmosphere (SPA) 30.31/48, and Students' Social Self-Perceptions (SSSP) 15.72/28, indicating varying perceptions across different aspects of the educational environment. Within the domains, the SPL scores range from 10 to 44 (mean: 29.91), with one response in the 'very poor' range. SPT scores vary from 4 to 44 (mean: 27.49), with three 'very poor' responses. SASP scores range from 6 to 32 (mean: 20.73), with one response in the 'Feelings of total failure' range. SPA scores range from 9 to 48 (mean: 30.29), with one response in the 'Very poor environment' range. SSSP scores vary from 6 to 28 (mean: 15.66), with five 'Miserable' responses. Conclusion The study using DREEM scores highlights a generally positive perception of the educational environment among medical students. Areas for improvement include addressing fatigue-related concerns and enhancing teacher-student interactions, emphasizing the need for targeted interventions to ensure ongoing enhancement in the learning environment.

Background Optimal educational environment in medical school has been shown to have desirable effects on medical students. In providing this environment, the input from medical students is proven to be a necessity. Objectives: The objective of this study is to obtain the perception of preclinical and clinical students on their current educational environment. Methods A cross-sectional study using self-administered Dundee Ready Education Environment Measure (DREEM) questionnaire was conducted among medical students in UiTM to measure their perception on educational environment. DREEM consisted of 50 items grouped into five subscales which addressed different aspects of educational environment: students’ perception of learning (SPoL), teachers (SPoT), atmosphere (SPoA), academic self-perception (SASP) and social self-perception (SSSP). Results A total of 894 out of 1165 students completed the questionnaire. The overall mean score of DREEM was described as more positive than negative (mean score: 131.81/200), with significant difference between pre-clinical and clinical students in SPoL and SSSP subscales. SPoL was interpreted as having a more positive perception (mean score: 33.06/48), SPoT as moving in the right direction (mean score: 30.11/44), SASP as feeling more on the positive side (mean score: 20.75/32), SPoA as having a more positive attitude (mean score: 30.72/58, and SSSP as not too bad (mean score: 17.17/28). Educators were perceived as being knowledgeable, encouraging students to participate, and wellprepared for class. Students also perceived that they have good friends, learnt a lot on empathy and the knowledge taught was relevant for future career. All students perceived that educators were authoritarian, overemphasized on factual learning, and they were unable to memorise all. Clinical students viewed educators to be angry in class, too tired to enjoy the course, stressful and lonely. Conclusion In conclusion, the educational environment was viewed positively by the students with clinical students having more areas of concern when compared to pre-clinical students. Bangladesh Journal of Medical Science Vol. 23 No. 04 October’24 Page : 1168-1177

The symptoms of attention deficit hyperactivity disorder (ADHD) will be reflected in the learning behavior, and then cause academic and social function impairment. This damage is also mitigated/accelerated by the protection of favorable/unfavorable educational environment factors. This study aims to understand the symptoms and manifestations of ADHD in early childhood, and to explore the mechanism of the impact of the educational environment on early ADHD children. Understanding ADHD symptoms in early childhood and how they relate to the educational environment can enrich the content of abnormal psychology, educational psychology, and developmental psychology. The results showed that symptoms of ADHD were highly detrimental to academic and social development in early childhood. However, the current general education environment with random classes is not conducive to the alleviation or treatment of ADHD children's adverse performance. Therefore, this article puts forward some suggestions to improve the educational environment of ADHD children from both families and teachers. The core is to change the way of teaching and guiding ADHD children and improve the family environment.

Abstract: the article explores the impact of martial law on the self-educational activities of students – future bachelors of mechanical engineering specialities in higher education institutions. The necessity of increasing the internal resources of students for their effective adaptation to the crisis and unpredictable changes in the educational environment and related stress factors is substantiated. The arguments for determining the psychological well-being of students by means of effective stress management and effective learning in stressful situations and uncertainty are validated. The article presents the results of a pedagogical experiment aimed at determining the relationship between the psychological well-being of future bachelors of mechanical engineering specialities and their self-educational activities in the current educational environment. The importance of independent cognitive activity of mechanical engineering students is emphasised, which focusses on the ability to withstand challenges both in the educational environment and in the extracurricular life of students, which positively affects the level of their psychological well-being.

Recibido 1 de mayo de 2014 • Corregido 21 de febrero de 2015 • Aceptado 27 de abril de 2015El presente artículo toca la multimodalidad y el entorno educativo. En él se hace un análisis de esta disciplina y de cómo el discurso que emplea va modificando el espacio educativo hasta generar una nueva cultura virtual, en la que docentes y estudiantes se transforman en integrantes activos de ella y sus recursos. Como metodología de análisis se trabajó con el análisis mediato del discurso, propuesto por Scollon (2001), quien señaló el camino en lo pertinente a las prácticas discursivas que se llevaban a cabo en las cartografías virtuales multimodales y cómo estas afectaban lo inherente a la praxis educativa. Finalmente, luego de revisar y analizar estas prácticas sociales se obtuvieron algunas conclusiones de interés: la multimodalidad transforma el espacio educativo actual en interactivo, tanto docentes como estudiantes deben prepararse en la virtualidad y estar atentos a la cibercultura que se genera, y docentes y estudiantes se transforman en seres interrelacionales, al estar en contacto con otras intersubjetividades diversas con las cuales compartir saberes.

BackgroundThe current educational environment may need enhancement to tackle the rising cancer burden in India. The aim of this study was to conduct a survey of Surgical Oncologists to identify their perceptions of the current state of Oncology education in India.MethodsAn Institutional Review Board approved questionnaire was developed to target the audience of the 2009 annual meeting of the Indian Association of Surgical Oncology in India. The survey collected demographic information and asked respondents to provide their opinions about Oncology education in India.ResultsA total of 205 out of 408 attendee's participated in the survey with a 42.7% response rate. The majority of respondents felt that Oncology education was poor to fair during medical school (75%), residency (56%) and for practicing physicians (71%). The majority of participants also felt that the quality of continuing medical education was poor and that minimal emphasis was placed on evidence based medicine.ConclusionsThe results of our survey demonstrate that the majority of respondents feel that the current educational environment for Oncology in India should be enhanced. The study identified perceptions of several gaps and needs, which can be the targets for implementing measures to enhance the training of Oncology professionals.

BackgroundIn the process of education reform, carrying out continuous educational environment measurement is necessary. This study aimed to evaluate the perceptions of the medical education environment and learning autonomy in blended learning in pediatrics among clinical medicine students, as well as the relationship between these two constructs.MethodsA cross-sectional study was conducted on clinical medical students from the First Clinical School of Wuhan University who had completed the blended learning courses of pediatrics. Perceptions of the medical education environment and learning autonomy were surveyed using the Dundee Ready Education Environment Measure (DREEM) and the Autonomy in Learning Rating Scale for college students (ALRS), respectively. Independent samples t-test, one-way ANOVA, correlation, and multiple linear regression analyses were conducted.ResultsA total of 487 students participated in the survey (valid response rate: 83.53%). Students’ perceptions of the current medical education environment and learning autonomy were generally positive. Among the average scoring rates of DREEM, students’ perception of teachers (SPT) > students’ perception of learning (SPL) > students’ perception of atmosphere (SPA) > students’ academic self-perceptions (SASP) > students’ social self-perception (SSSP), while learning strategies > learning motivation > self-regulation > content and environment among the average scoring rates of ALRS. Correlation analyses revealed that all subscales of the two were significantly associated with each other (P < 0.05). Regression analyses showed that SPA and SASP were significant factors for students’ learning autonomy.ConclusionClinical medicine students who experienced blended learning in pediatrics had positive perceptions of the medical education environment, and their learning autonomy was good and closely related to the perceptions of the medical education environment. In the implementation of blended learning, continuous optimization of teaching content and proactive enhancement of the medical education environment will help enhance clinical medicine students’ satisfaction with the educational environment and their learning autonomy.Clinical trial numberNot applicable.

Introduction: The study aimed to analyse the key aspects of the psychology of self-development and self-realisation within the transformation of Ukraine's educational system. The focus was on understanding how educational changes promote personal growth and self-realisation among students.Methods: A thorough analysis of scientific sources was conducted to summarise and consolidate existing knowledge in this field. The research employed methods such as analysis, synthesis, and content analysis, revealing the research process through successive stages.Results: The findings indicated that the current educational environment in Ukraine necessitates a shift from standardised approaches to flexible, individualised development strategies. This shift encourages students to explore personal interests, leverage their strengths, and chart unique paths to self-realisation. Such changes align with national values and provide future generations with opportunities to actively pursue self-development. The study highlighted the role of motivation in self-development and self-realisation, showing that success in learning and work, regardless of intellectual levels, depends significantly on positive motivation, deep interest, and goal-driven ambition.Conclusions: The study emphasised the importance of fostering and supporting motivation for self-development among students in Ukraine. Encouraging motivation can enhance students' deeper and more successful development during their educational journey and future endeavours. These findings underscore the transformative potential of educational reforms in promoting personal growth and self-realisation

The paper deals with the digital transformation of engineering education. Such transformation is justified in terms of an engineering education paradigm change. Based on a comprehensive analysis of the didactic system of engineering education, the authors specify the requirements for such important engineering education components as goal setting, content, educational technologies, assessment tools and methods in current educational environment. They provides examples of a practical digital transformation of a number of engineering curricula and syllabi by integrating blended learning based on a Small Private Online Course (SPOC). The authors share their best practices in designing e-learning taking into account the features of the learning-forgetting process, they demonstrate how to make use of the saved time for students’ practical work, how to implement gamification techniques based on such new forms as the Hackathon, Internet of things (IoT) for engineering education. They also provide examples of creating a digital educational environment with specialized software modules to visualize complex mathematical concepts as well as examples of applying principles of artificial intelligence and machine learning to shape a student’s adapted educational trajectory. They discuss how to identify student’s problems with learning material assimilation and suggest a specially developed course including propaedeutic unit for additional study.

With the rapid development of information technology, the application of intelligent systems in the field of education is increasingly extensive. This paper aims to discuss the innovation of the cooperation mode between class teachers and school social workers with the support of an intelligent system. By analyzing the problems in the current educational environment, a new cooperative model is proposed to improve the quality of education and students' well-being. In the future, as intelligent systems continue to evolve, the collaboration between homeroom teachers and social workers will become even closer, laying a solid foundation for creating an educational environment that supports the holistic development of students. Therefore, continuing to promote the application and optimization of related technologies will be key to enhancing educational quality and student well-being. This paper first introduces the current situation of the application of intelligent systems in education, then analyzes the importance of the cooperation between head teachers and social workers, and finally puts forward the framework and implementation strategy of innovative cooperation mode.

In the post-pandemic era, with the constant updating and development of information technology, both at home and abroad, the close connection between the modern education system and information technology has been demonstrated. Along with the continuous innovation of modern educational technology tools, the practical application about blended teaching has been developed significantly, and the value of this model, which integrates the advantages of lecture-based teaching and independent learning, for effective teaching of English education has received wide attention. Therefore, in the current educational environment, exploring the application of digital teaching resources in colleges and universities, based on the blended teaching mode, under the conditions of information technology has become a comprehensive need to adapt to the new educational environment, as well as improve the teaching effectiveness. The research background and content of this paper has been summarized by sorting out the current teaching situation in the context of the current pandemic and the background of the development of the blended teaching model, while combining the definition of the core concept, to discusses the strategies for developing and applying digitized teaching resources to teaching practice under this model, thereby to outline the teaching effects produced by the application of this model. Meanwhile, it is further argued that the teaching and practice process of foreign language education needs to continuously absorb advanced educational concepts, timely update and improve teaching methods and develop and utilize multimodal teaching resources, in order to provide a guarantee for the overall improvement of teaching quality, enhance students’ fully comprehensive cognition and understanding of English language learning, and exert sustainable teaching effectiveness.

This paper explores trends in the development of technological applications in education, attempts to identify key decision-making factors related to the transition from traditional classrooms to future classrooms, and seeks to determine and analyze the relationships between structural factors and their importance. This study investigates the future evolution of education and predicts possible pathways and strategic proposals related to educational evolution by observing previous modes of operation within traditional education and traditional education models, investigating operational and structural modes within the current educational environment, and studying solutions to current problems and the accomplishment of educational reforms. Using a service design workshop, we explore key factors affecting English education in the classrooms of the future, conducting analysis by addressing the interaction between operations management, flipped education, and modes of learning. This study investigates key factors related to the introduction of supplementary English education into future classrooms, in addition to providing valuable considerations and viewpoints related to the development of future classrooms. This study focuses on investments in the educational environment of future classrooms and brings educational resources into play to increase educational efficacy. The ability of supplementary education to quickly evolve away from traditional teaching styles is fostered by allowing for the continued operational development of Taiwan’s supplementary education institutions. We hope that future technology and artificial intelligence will optimize learning environments and enable the establishment of a new paradigm in education.

Advanced practice nursing students: Pilot test of a simulation scenario