Teaching Activities Research Articles

Exploring technical and vocational education and training and its relationship to employment in Nepal: a mixed methods study

This study was conducted to explore the relationship between actors of education and employment systems in Nepali Technical and Vocational Education and Training (TVET) system. The study measured the engagement of actors from both systems in the curriculum process: design, application, and feedback phases. Further, it explained why the actors of these systems have weak relationships in Nepal. This study used an explanatory sequential mixed methods approach. First, we collected the information with 124 TVET experts with at least five years of experience to calculate the linkage index score. Second, we interviewed 15 individuals who were the respondents in the first survey. The survey revealed that although the education and employment system has gradually increased collaboration in the last few years, particularly since 2018, education actors still have more power for decision-making across all three curriculum phases. The study revealed that employers’ lack of meaningful participation in the curriculum design phase impedes them from engaging in the curriculum application and excludes them in the feedback phase. This study contributes an essential insight to bridging a gap between actors of the education and employment system.

The perceived pedagogical competence of teacher candidates in blended learning programs in Finland

ABSTRACT The global challenge of an insufficiency of teaching staff in Early Childhood Education (ECE) prompts initiatives such as Finland’s 1000+ training project, addressing the shortage through collaboration among universities. This research concerns the initial perceptions of pedagogical understanding and competence among students embarking on a blended teacher training program aiming to integrate work and study outside university hubs. The research approach was quantitative, as we surveyed 235 adult students to shed light on the interplay between their work experience and their pedagogical competence. The data analysis involved forming sum variables and conducting one-way analyses of variance to discern statistically significant patterns in the students’ responses. The results indicate significant connections between various aspects of work experience and perceived competence. Notably, the relationship between teaching experience and perceived competence in setting goals for pedagogical activities was significant. Furthermore, we identified a significant relationship between work experience and perceived competence in evaluating pedagogical activities. Hence, the study brings valuable new insights into the field of ECE teacher education in informing program development and pedagogical practices such that the existing competencies of adult students are acknowledged and further enhanced to tackle the diverse challenges of education.

Strategies to Face the Challenges of the Independent Curriculum in Improving the Quality of Islamic-Based Education

The educator or teacher is the main promoter of learning, some of the tasks shouldered are educating, leading, training and developing the curriculum. The purpose of educators is to create conducive learning conditions in the sense of a learning atmosphere that is fun, interesting, provides a sense of comfort and security, and provides opportunities for students to think actively, critically, creatively and innovatively while developing the ability to reason knowledge independently or independently. Students must certainly be able to organize a learning process that can at least achieve learning objectives. Strategies in improving the quality of resources and infrastructure for teaching and learning activities in schools in the form of increasing the capacity of Islamic educational institutions, the existence of institutions that carry out learning development and curriculum assessment, development and provision of learning advice / media assistance.

China Study Tutor Professional Qualification Certificate System: Historical Tracing, Concepts, Professional Classification. Evidence from China

ABSTRACT The purpose of this study is to fully explore how well study tutors’ professional qualification certificates are accepted by their students. It covers a variety of topics through in-depth in-person interviews and focus groups with 24 student representatives in China. This study fills the gap in the study tutor professional qualification certificate system from the perspective of applied constructivism theory. Combining the two, this study provides fresh insights and recommendations for raising the standard of tourism education. The system of certificates is known to 58.3% of respondents, according to the results, and it is a good way to enhance study tour learning. It is recommended that study tour providers follow the “Specification for Service on Study Travel” policy (LB/T 054–2016) in order to better serve the needs of students. The field’s advancement can be aided by using constructivist theory to direct study tutors’ instructional activities.

The unintended consequences of a quantitative, centralized faculty promotion system: empirical evidence from a developing country

Abstract The Iranian higher education system is expansive, boasting nearly 80,000 faculty members. To guarantee transparency, fairness, and the alignment of professors’ activities with the priorities of higher education policies, its promotion system is centralized and relies heavily on quantitative measures of performance. This study identifies the unintended consequences facing the promotion system in Iranian public universities. The data sources include interviews and discussion sessions with faculty members and policymakers, along with policy and regulatory documents related to the promotion system. The results reveal that the system’s shortcomings have led to low-quality teaching and research activities, devaluation of academic tasks other than research publication, unethical practices, and a decline in faculty well-being. The impact, however, varies depending on each faculty member’s individual profile and institutional factors. Despite the unintended consequences of a centralized quantitative promotion assessment, decentralization does not appear to be feasible or straightforward for all higher education institutions, at least in the short term; not all institutions have the capability and resources to craft and enforce their promotion system. However, the criteria and processes used in the centralized promotion system could be improved by simplifying the measures, enhancing the evaluation processes, adding some qualitative dimensions of assessment, and providing institutional resources for faculty members’ professional development.

Holistic Education Framework for Individualised Anti‐Stigma Quality Learning

ABSTRACTIn any educational setting, stigmatisation and implicit biases can stifle growth and reduce the quality of the learning experience of students from low socio‐economic status by creating invisible barriers to opportunity and achievement. Furthermore, due to the lack of monitoring and mentoring, these invisible barriers become harder to detect and overcome. Considering that human learning potential has no limits, there is a need for quality teaching and learning processes that provide fitting unstigmatized learning experience to each individual learner. To achieve the fitting learning experience and desired outcomes, understanding teaching quality is essential for continuous improvement of educational objectives, curricular contents and instructional delivery. Considering that teaching and learning are two interconnected phases of any educational process, both teaching and learning have distinctive subphases leading to desired outcomes that are tied to the long reaching educational objectives. It is evident that, at the end of any successful education process, the learning outcomes demonstrated by the constructed learning of the learner are strongly linked to the quality of the instituted educational objective, curricular contents, and quality unstigmatized delivery of the teacher to each individual learner. In fact, studies of the quality of the learning experiences show that one of the main keys to maximising learners' success is the quality of course contents and instructional activities. To ensure quality of the learning experience to all the learners in the class, these instructional activities must provide the needed monitoring and mentoring to each individual learner. In this paper, a framework for individualised unstigmatized holistic education process teaching and learning phases is discussed from quality of education perspective. The framework addresses the full learner development, the corresponding holistic teaching, and the teacher learner interface. The essential elements, subphases and key characteristics are discussed through the development of the three educational framework domains. The development and deployment of the presented framework are illustrated in higher education context.

The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct

ABSTRACT The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse.

Prevalence and Factors Associated With Soil-Transmitted Helminth Infections in the Northeast Region of Brazil

Objective: To estimate the positivity rate and the factors associated with the occurrence of soil-transmitted helminth infections in the Northeast region of Brazil to guide control measures. Theoretical Framework: Soil-transmitted helminth infections represent a significant burden on Brazilian public health and are associated with socioeconomic factors. Method: This ecological study, descriptive and explanatory in nature, analyzed data from 2017 to 2021 from the Information System of the Schistosomiasis Surveillance and Control Program (SISPCE), which also records data on soil-transmitted helminth infections. The data were collected through the Department of Informatics of the Unified Health System (DATASUS) and the Human Development Atlas of Brazil. Descriptive analyses of dependent variables were performed, as well as correlation analysis using Pearson’s correlation coefficient (r) to examine relationships between positivity rates for soil-transmitted helminth infections and socioeconomic and demographic indicators. Results and Discussion: The positivity rates for ascariasis, hookworm infection, and trichuriasis were 4.8% (N=113,748), 3.8% (N=88,678), and 1.5% (N=35,456), respectively. A strong correlation was observed between the number of soil-transmitted helminth cases and factors such as access to piped water, per capita income, and illiteracy rates. Research Implications: The findings highlight the need for a broad approach to controlling soil-transmitted helminths, emphasizing poverty reduction, housing improvements, and health education. Originality/Value: This study underscores the necessity of integrated actions in sanitation, education, and poverty alleviation, while revealing an unexpected correlation between income inequality and soil-transmitted helminth cases.

Teachers’ perceptions of artificial intelligence in Colombia: AI technological access, AI teacher professional development and AI ethical awareness

ABSTRACT The introduction of artificial intelligence (AI) in education is seen as a promising tool to enhance learning outcomes and provide students with engaging learning environments in developing countries such as Colombia. This case study aimed to investigate teachers’ perceptions of AI in K-12 education in public schools located in the Amazonian department of Caquetá, Colombia. The study focuses on teachers’ views on the integration of AI into teaching and learning activities. A total of 190 teachers were surveyed, of whom 30 were selected for semi-structured interviews. The main findings are as follows: (a) AI benefits teachers by facilitating and providing virtual assistance, (b) the challenges are the limited knowledge about AI and a lack of resources, (c) the concerns reported are that AI may hinder students’ development of critical thinking and problem-solving skills, and (d) ongoing professional development for integrating AI in education is suggested.

Who is taking climate action in university? Drivers of personal and professional climate action in higher education

Who is taking climate action in university? Drivers of personal and professional climate action in higher education

Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis

Abstract Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary with English proficiency and grade levels. The findings reveal that students valued diverse instructional methods, including specific strategies and engaging activities like games. However, they generally lacked autonomy in learning vocabulary, showing a tendency to rely on teacher instruction. The analysis also suggests that the students’ beliefs varied according to their English proficiency and grade levels. More proficient learners preferred strategy-focused instruction, while senior secondary students favoured more explicit instruction from teachers. Open-ended responses underscored the multifaceted and nuanced nature of students’ beliefs about vocabulary teaching. The study highlights the importance of promoting autonomous vocabulary learning, balancing engaging and conventional activities, and tailoring instruction to accommodate diverse needs across different proficiency and grade levels. We also provide insights for future studies on learner beliefs about vocabulary teaching.

Still a small World?: critical analysis of cultura in secondary Spanish world language textbooks

ABSTRACT This critical teacher action research study revisits previous findings that high school Spanish textbooks tend to reflect small and invented worlds, rely on cultural stereotypes, and fail to engage students in critical thinking about sociocultural issues. Using multimodal SFL-based critical discourse analysis, we explore more recent textbooks used in the United States, with a focus on how they construe meanings regarding Spanish speakers, cultures, and linguistic/cultural dominance; and how they position and engage students relative to Spanish language varieties and cultures. Findings from an analysis of 24 textbook passages demonstrate that the focal textbook series linguistically and visually backgrounds Spanish speakers, particularly Black and Indigenous members of Spanish-speaking communities, as contributors to culture and construct membership in a nation-state as the most salient aspect of their cultural identities. Moreover, the textbooks position and engage students as elite bilingual tourists and cultural consumers. We discuss how these semiotic choices reproduce deficit raciolinguistic ideologies around Spanish speakers and cultures in the U.S. context, which has implications for world language teachers wishing to challenge these ideologies and simultaneously support students’ development of language and critical literacies.

The teaching-learning process of children in the context of music as a tool in pedagogical actions: an integrative literature review

Early childhood education is crucial for fostering creativity and promoting cognitive, emotional, and social well-being in children. Music plays a fundamental role in this process, facilitating early language acquisition and communication skills. Using a systematic approach, studies published from 2020 to 2024 were identified and analyzed through databases such as Web of Science, Scopus, and SciELO. Inclusion criteria prioritized research exploring the integration of music into pedagogical practices, highlighting its cognitive, emotional, and social benefits for children. The methodology involved searching for specific keywords and applying Boolean operators to refine searches. After a rigorous screening process, 13 articles were selected for detailed analysis, addressing topics ranging from the impact of music on cognitive development to its application in formal and informal educational programs. Data analysis highlighted music as an effective tool for enriching learning experiences, enhancing language skills, and promoting the holistic development of children, contributing to more inclusive and effective pedagogical practices in early childhood education.

Mathematical Approach to Children’s Mental Health and Well-Being: Perspectives of Public Education in the Municipality of Caucaia-Ceará

Objective: The research aims to measure students' mental health using mathematical models. Theoretical Framework: The research is based on concepts about mental health, emotional well-being and mathematical methods applied to social sciences. Models such as the Emotional Well-Being Index and Aaron Beck's Cognitive-Behavioral Therapy are used, which highlight the impact of emotional well-being on students' academic performance. Method: The methodology used is a bibliographical research of a qualitative and quantitative nature, with exploratory and descriptive objectives, using a closed questionnaire to obtain research data, complemented by a mathematical analysis of emotional well-being, taking into account socioeconomic factors and the students' living conditions. Results and Discussion: The results indicated high levels of anxiety and stress among students, especially those facing socioeconomic difficulties, as well as a correlation between these factors and emotional well-being, suggesting that the implementation of psychological support programs and activities that promote well-being in schools can be efficient. Research Implications: The research provides data that can support public policies aimed at emotional well-being in schools, especially in vulnerable contexts. It suggests practical interventions, such as psychological support programs, in addition to highlighting the potential of integrating mathematical and socio-emotional methods to improve studies and educational actions. Originality/Value: The study is innovative in combining mathematical models and emotional factors to measure mental health in the school environment. Its results offer a practical and replicable methodology, contributing to educational interventions and public policies that promote student well-being.

Teachers’ Perspectives and Experiences in Higher Education Vocabulary Instruction

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.

A Study on The Implementation of Picture Word Inductive Model Teaching Writing

The study employs a library research design by collecting and analyzing data from previously published sources. It aims to describe the steps in implementing the Picture Word Inductive Model (PWIM) strategy for teaching writing and to explain its effectiveness in improving students' writing skills. Primary data were obtained from Emily F. Calhoun's book (1999), while secondary data were gathered from six journal articles published between 2017 and 2021 on PWIM's implementation in teaching writing. The study identifies 10 steps in implementing the PWIM strategy: selecting and identifying pictures, creating a picture-word chart, reading and reviewing the chart aloud, reading and classifying words, spelling words, adding words, creating titles, generating sentences and paragraphs, and reviewing sentences and paragraphs. However, variations in these steps were observed in the reviewed studies, with adaptations made to accommodate students’ age, knowledge, and learning environment. All studies reported an improvement in students' ability to write descriptive texts when using PWIM. Its effectiveness is attributed to the use of engaging pictures that stimulate inductive thinking and motivate students to actively participate in the learning process. The study has several implications. Teachers should be creative in selecting pictures as learning media to optimize PWIM's impact. For schools, PWIM can support effective teaching and learning activities. At the student level, the strategy is applicable across educational levels for teaching writing skills. Regarding writing itself, PWIM provides visual stimuli that enhance students’ achievement. In conclusion, the study highlights the significance of PWIM as an effective strategy in teaching writing, offering insights into its potential for improving students' writing skills

Evaluation of in-service inclusive education teacher mindsets: relationship between beliefs and practices

ABSTRACT Innovative learning environments are educational settings that promote flexibility, and collaboration, thereby necessitating a shift in teachers’ mindsets to effectively foster inclusivity in these dynamic spaces. Mindsets are our beliefs about human attributes, including abilities. The article investigates the degree to which in-service teachers, enrolled in a postgraduate inclusive education course, enact a growth mindset in response to an assessment task. Notably, the study reveals that although 80% of the participants self-reported having a growth mindset, only 44% demonstrated such a mindset in their assignment. The article underscores the need for a deeper understanding of mindsets among teachers to meet the challenges of aligning teachers’ mindsets with their actual teaching practices. Implications for teachers in meeting the demands as responsive practitioners is discussed.

Pelatihan Pengenalan SFA (Stochastic Frontier Analysis) Dengan Software Frontier 4.1c di Fakultas Ekonomi dan Bisnis Universitas Trunojoyo Madura

This community service aims to provide training for students and lecturers of the Faculty of Economics and Business, Universitas Trunojoyo Madura, specific training on using the Frontier 4.1c software. The software is used to analyze problems related to efficiency measurement using a stochastic approach, commonly referred to as SFA (Stochastic Frontier Analysis). The training is conducted online. The participants are equipped with knowledge of production theory, basic SFA theory, inputting data and the running of the data, as well as result interpretation. The method used in this community service is EAR (Educational Action Research) to address the issue of participants' lack of understanding of SFA. This training benefits participants, most of whom are students, by providing them with proficiency in using software for efficiency measurement using the stochastic (SFA) approach.

Pengembangan Bahan Ajar Mata Pelajaran Pendidikan Agama Islam oleh Guru Tingkat Sekolah Dasar

Teaching materials are all forms of materials used in carrying out teaching and learning activities. Teaching materials can include materials about knowledge, skills, and attitudes that must be achieved by students related to certain learning outcomes. The purpose of this study is to discuss the objective conditions of PAI teaching materials, the problems faced by PAI teachers in developing teaching materials, and the steps taken by PAI teachers to develop teaching materials at SD Negeri 04 Tarandam. This study used a qualitative approach, then the instruments used were observation, interviews, and documentation. The result of the research is that the teacher is responsible for compiling the Module while the principal PAI material that has been determined is developed by the teacher himself. The problems faced by teachers are determining teaching materials that are relevant to the Learning Outcomes and Flow of Learning Objectives, lack of infrastructure, and problems that arise from students who do not understand the material coupled with limited teaching material sources. Therefore, the importance of developing teaching materials is for learning activities in the classroom, because the development of teaching materials can make it easier for students to understand the material and be more active in the PAI learning process.

Impacts of Anthropogenic Actions on Açude do Saco: Diagnosis For Environmental Preservation and Recovery

Objective: Analyze the effects of human activities on the Açude do Saco and propose sustainable strategies for the preservation of this essential resource. Theoretical Framework: The study is based on theories regarding water resources in semi-arid regions, environmental impacts, and sustainable management practices. Method: The research employs direct on-site observations and qualitative analysis of environmental degradation factors to identify the main challenges and propose solutions. Results and Discussion: The results indicate that the reservoir faces serious challenges related to pollution and inadequate use of its surroundings. Sustainable management strategies, effective public policies, and environmental awareness actions were identified as priorities to reverse this scenario. The study also highlights that collective participation and integrated planning are essential to ensure environmental balance and meet the region's water demands. Research Implications: The research highlights the need for sustainable management practices, effective public policies, and environmental education actions to mitigate impacts on the Açude do Saco, such as pollution and soil degradation. It emphasizes integrated planning involving managers, the community, and researchers as a strategy for effective solutions. The results provide a foundation for future studies and conservation initiatives, contributing to water security, quality of life, and socio-economic development in the semi-arid region. Originality/Value: This work makes significant contributions by proposing concrete and integrated actions to mitigate environmental impacts and promote the sustainability of the Açude do Saco, benefiting the local community and the environment. The results serve as a basis for future recovery and conservation initiatives, reinforcing the importance of preserving this natural heritage in a semi-arid region with limited water resources.