Aim Of Education Research Articles

The transformative potential of textbooks

Education is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students' perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices.

THE MAIN OBJECTIVES OF THE EUROPEAN UNION'S (EU) SPECIAL STRATEGY FOR CENTRAL ASIA (2007–2013)

The article examines the European Union's approach to Central Asia from 2007 to 2013, highlighting key objectives and initiatives designed to strengthen cooperation between the EU and nations in the region. This strategy encompasses a diverse range of issues, including economic growth, governance, energy security, educational development, and regional collaboration. The overarching goals of the strategy include: Economic Development: The strategy emphasizes the importance of economic partnerships, trade, and investment in promoting growth and integration of the region into the global economy. Governance and Anti-Corruption: The European Union supports governance and anti-corruption reforms that are essential for sustainable development. Energy Security: Given the significant energy resources in Central Asia, measures have been taken to diversify energy sources and increase the EU's energy independence. Education: Educational programs and initiatives aim to improve skills of the population and develop human capital in the region. Regional Cooperation: The EU actively promotes regional cooperation among Central Asian countries to contribute to peace and stability in the region. The article emphasizes the flexibility and adaptability of the EU's approach to the challenges and changing circumstances in the region. This demonstrates the European Union's commitment to playing a proactive role in promoting positive development in Central Asia and creating the conditions for long-term collaboration and shared prosperity.

Ocean Literacy Competency in Vocational Education in the Perspective of Blue Curriculum: A Document Analysis

Blue Curriculum is a new paradigm in curriculum development that utilizes ocean potential as the main basis for learning. Education is considered an easy and effective way to address the negative impacts of human activities on the marine environment. All aspects of vocational education are equipped with knowledge and skills that support sustainable development goals (SDGs), especially to reduce the negative impacts caused by human activities on the environment through sustainable and environmentally friendly practices. Vocational education is closely related to the competencies that graduates must possess. To realize the blue curriculum in vocational education, knowing the ocean literacy competencies that vocational education graduates must possess is necessary. Content analysis of the two documents found that vocational education competencies under the themes of Critical Thinking, Hard Skills, Technology, Soft Skills, and Market Orientation are present in both marine literacy documents and can be integrated into vocational education. These competencies aim for vocational education graduates to have the ability to understand the role of the ocean, respond to ocean challenges with innovative ideas, and participate in sustainability solutions.

Concept of Islamic Education Perspective of Sayyid Muhammad Naquib Al-Attas

Sayyid Naquib Al-Attas is a figure of reform in Islamic education, he is considered to be the originator of the Islamization of science and has influenced many other figures. He formulated a strategy in forming an educational curriculum for Muslims. Having the full name Muhammad Naquib ibn Ali ibn Abdullah ibn Muhsin Al-Attas, he is a descendant of Rasulullah SAW from Sayyidina Husein whose title is Sayyid. The concept of Islamic education explained by Al-Attas, he offered one term among the three which according to him more accurately refers to the meaning of education, namely Ta'dib. In Arabic the term ta'dib means civilized or adab. According to al-Attas, adab is one of the missions of Rasulullah SAW. So education as something that is no less important in the world will be more focused if conceptualized using the term Ta'dib. Sayyid Naquib Al-attas stated that the aim of Islamic education is not only to produce good citizens and a generation capable of working well, but also to become perfect beings or human beings. The values that need to be prioritized in the goals of education are the values of being a complete human being as a citizen and as an individual who has a spiritual attitude. So it is not human value as a physical manifestation that is pragmatic in its usefulness for the state and society.

A scoping review on the use of reflection and reflective portfolio learning in veterinary education.

In veterinary education, reflection and reflective portfolio learning aim to enhance professional development. Although reflection and reflective portfolio learning are widely used in teaching and healthcare, their demonstrable impact on veterinary education is unclear. Although the benefits are uncertain, reflection may provide potential for self-development and help to prepare students for clinical practice. The aim of this work was to review research into reflective practice and reflective portfolio learning, to find evidence for its use in teaching, to confirm how it is best implemented to optimise professional development and to identify gaps for future research. This scoping review was conducted according to the Joanna Briggs Institute guidelines adhering to review methodology. Ten databases were searched and screened for reflection and portfolio learning as a primary source of data. Of 29,933 texts identified by title and/or abstract, 51 final works were screened in full. Of these, 16 papers that gathered evidence on reflection were included. The results confirmed a growing evidence base for reflection in the veterinary field. In total, six works demonstrated a positive impact on professional development. Written reflective assignments were the most common methods of implementation, with 11 papers referencing their use. Other methods included group discussion and facilitated reflection. This review identified numerous gaps for research, including validating the methods of implementation, exploring the efficacy of methods other than written reflection, examining how reflection is used at different stages of the veterinary career and study of different models of reflection to identify which are most useful.

Fostering social responsibility for interior design practice

Tertiary interior design courses incorporating the equivalent of four years education aim to provide students with the opportunity to develop the knowledge, skills and values needed to practice as a professional interior designers. In doing this, the various universities recognise the parameters and elements of professionalism formalised by the International Federation of Interior Designers and Interior Architects (IFI) and correspondingly endorsed by the Design institute of Australia (DIA), a member organisation of IFI and professional organisation for design professionals in Australia.

An Analysis of Holistic Education Models in Mainland China’s Higher Education Institutions: A Case Study of College English Curriculum

Over the last four decades, the field of education in mainland China has seen sustained and stable growth. However, the very essence of education has undergone significant changes. In the era spanning from the 1980s to the mid-1990s, the primary aim of education was to serve economic construction and modern development, with a clear emphasis on utilitarian and instrumental characteristics. By the late 1990s, there was a shift towards advocating for quality education that prioritizes the comprehensive development of individuals, gradually embracing the concept of holistic education across the Chinese mainland. College English courses, mandatory for all non-English major undergraduates at Chinese universities, stand as a pivotal component of general education. Amidst the extensive backdrop of educational reform and development in mainland China, college English curriculum have experienced profound changes. The “College English Curriculum Guidelines (2020)” recently released by the Ministry of Education highlights that college English courses possess both instrumental and humanistic dimensions. The instrumental aspect is demonstrated through enhancing students’ comprehensive abilities in listening, speaking, reading, writing, and translating English, while its humanistic core is rooted in a people-oriented approach that celebrates human values and emphasizes the cultivation of comprehensive qualities and overall development. This paper aims to explore the practical model of implementing holistic education within college English curriculum, adhering to the specific requirements of the 2020 guidelines, across four dimensions: curriculum system, instructional approaches, educational resources, and faculty strength.

Metamorphoses of the University and the Pathways of Indigenous Students in Quebec: Issues of Accessibility to Studies and Academic Persistence from a Perspective of the Decolonization of Education — A Secondary Publication

In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them, the Indigenous Peoples of Québec have long been excluded from higher education. Today, even if their graduation rates are increasing, a persistent gap with the non-Indigenous population is maintained. The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec, as part of a thesis in educational sciences. Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education. Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture. Our paper emphasizes more particularly the relationship to studies, the adaptation to the student profession, and the balance between studies, work, and family among Indigenous students, in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.

Pembelajaran Dengan Permainan Edukatif dalam Meningkatkan Minat Belajar Siswa di Desa Sukahaji Kecamatan Cihaurbeuti Kabupaten Ciamis

School is a formal educational institution where students learn new things related to science and technology. In the classroom, there are still many students who have low interest in learning so that in the learning process they are less responsive to what is conveyed by the teacher. Therefore, teachers must be able to design creative and innovative learning media for the material to be delivered. One of the learning media that can be used is educational games. Educational games have a very important role in the learning process because they can improve students' cognitive, affective, and psychomotor abilities. The purpose of this activity is to carry out teaching activities in schools using educational game learning media. The method used is to provide teaching using educational games, observation, interviews, and evaluation. This activity was carried out on January 8-13, 2024 in grades 4 and 5 of SD N 1 Sukahaji and grades 1 to 6 MIS Mancagar. The results of this activity are to help teachers in implementing varied learning and increasing students' interest in learning by using educational game learning media. Educational games aim to develop the abilities possessed by participants that are useful in developing cognitive, affective, and psychomotor abilities. This community service activity is expected to be a motivation for students to learn and teachers to teach using educational games.

Dampak Pendidikan Agama Islam (PAI) terhadap Pengembangan Moral pada Siswa Muslim

This article discusses the impact of Islamic education on the moral development of Muslim students. The aim of Islamic education is to bring students closer to God and enlighten humanity. To form good morals in students' lives, appropriate strategies are needed in implementing Islamic education. The problem formulation in this research is the impact of Islamic religious education on the moral development of Muslim students. The aim is to determine the impact of Islamic religious education on the moral development of Muslim students. This research includes quantitative research. The approach used is descriptive quantitative. Data was obtained by distributing a questionnaire to students with a total of 10 questions. The data analysis technique uses the percentage of answers from the questionnaire. The population and sample in this study amounted to 74 students. The research results show that the impact of PAI on the moral development of Muslim students is in the "high" category. This can be proven from the research results of the students' total score of 76.2%.

Enhancing Competency-Based Education in Instrumental Analysis: A Novel Approach Using High-Performance Liquid Chromatography for Real-World Problem Solving

Curricula related to instrumental analysis aim for competency-based education to promote the development of teaching strategies that encourage students to successfully tackle the problem-solving and tasks inherent to their profession. However, this endeavor is constrained by the complexity of equipment and the lack of time in laboratory classes. The objective of this work is to present an alternative high-performance liquid chromatography (HPLC) practice that adapts the desired competencies to a shorter and more effective timeframe. It seeks more active participation from the student and contextualizes chromatographic analysis within a real-world problem that encompasses the entire analytical process, from sample to final result. In this scenario, the student receives a solid sample of spicy paprika from a supermarket and must report the level of spiciness in terms of the total amount of capsaicinoids. To achieve this, they must first apply different experimental conditions for extracting the analytes of interest (varying temperatures and solvents) and selecting the most optimal condition. This practice is designed for short sessions, specifically conducted in two 2.5 h laboratory sessions, and has been implemented in the subject “Advanced Techniques in Instrumental Analysis (ATIA)” in the fourth year of the Degree in Biotechnology at the University of Cadiz. The results obtained demonstrated a significant increase in student motivation and an improvement in the acquisition of skills; 100% of the students achieved a grade higher than seven in the final evaluation of their learning process.

NURTURING CREATIVITY IN NON-ART-SPECIALISED PROSPECTIVE TEACHERS: A CASE STUDY

Theoretically, art has been given a place in the school curriculum, but it is considered a fringe subject. This was also observed in prospective teachers with specialisations other than art, and likewise, they were reluctant to draw or paint. There is a need to understand the underlying issues and fill the gaps. This will help in prospective teachers’ personality development. In addition, they will help promote art in their schools, which they will join after finishing teacher training, which can pave the way for art-integrated teaching envisioned in National Education Policy 2020. This study aims to examine prospective teachers’ understanding of art and attitudes towards art as a subject, as well as the experiences that shaped them. It also attempts to organise an art workshop to see if it can help bridge the gap in the prospective teachers' understanding of art. For the study, 300 prospective teachers with specialisations other than art were taken as participants. Questionnaire was followed by a painting activity. Qualitative analysis highlighted the issues and gaps. It reflected participants' misconceptions of art, fears, and disinterest in art, as well as a discouraging school and home environment. It also reflected the issues in the teaching and learning process: a lack of trained art teachers and art being in the curriculum just in theory. The analysis was followed by organising the art workshop, focusing on bridging the gaps. Participants created artwork, and its qualitative analysis expressed values, showed growth in their understanding of art, and reflected participants' joy in its creation, aligning with art education's aim as mentioned in the National Curriculum Framework for School Education 2023.It is concluded that there are issues and challenges, and art workshops can bridge the gap in prospective teachers’ understanding of art. Consequently, art is essential to "teacher education" and can facilitate art-integrated learning, as outlined in the NCFSE 2023.

PENDIDIKAN ISLAM DALAM PEMIKIRAN SYEIKH AHMAD SURKATI

Islamic education is one aspect of Islam as a whole. Therefore, the aim of Islamic education cannot be separated from the aim of human life in Islam, namely the aim of producing individual servants of Allah who are always devoted to Allah and are able to achieve a happy life in this world and in the afterlife. Even though Sheikh Ahmad Surkati is an important figure in the renewal of Islamic thought in Indonesia, especially in the field of education, his name is still rarely mentioned in the historical discourse on the struggle for Islamic thought in Indonesia. The aim of this research is to understand in depth the concept of Islamic education initiated by Sheikh Ahmad Surqati. His ideas had a great influence on Islamic education in Indonesia. The research method used in this research is the character study method. Sheikh Ahmad Surkati is a reformer in the world of Islamic education. This is proven by the generalization of educational intuition carried out by Sheikh Ahmad Surkati which has never existed before in Indonesia. Sheikh Ahmad Surqati was also a pioneer in the formation of an institutional system in the world of education. This is progress in the world of education. Sheikh Ahmad Surkati's contribution to the development and improvement of the developing education system in Indonesia is enormous.

DOCTORAL STUDENTS AT RISK ACADEMIC AND PROFESSIONAL SUPPORT: QUALITY MANAGEMENT ISSUES

Academic engagement and support of vulnerable categories of learners is a crucial thematic issue within the EU and globally. In this respect, the research is focused on searching for suitable solutions for gaps in doctoral education capacity strengthening at institutional and national levels in Ukraine, primarily due to underestimating its societal dimensions, and on synchronizing the Ukrainian practices with European policies and standards, including helpful initiatives in integrating resilience and sustainability into its academic, research and engagement activities; creating an inclusive and welcoming culture within academia that encourages respect, support, and mentorship. The developed educational courses aim to facilitate a cross-sectoral dialogue on solutions for the challenges faced by Ukrainian academia in reforming the doctoral education sector, within the framework of a sustainable, cohesive, and peaceful Europe. The implementation of the proposed educational courses aims to achieve the following short-term effects: to ensure Ukrainian PhD students’ belonging and research engagement, return to stability, and help to alleviate psychological anxiety; to advance doctoral students’ research competencies in line with ethical and methodological standards; to minimize the risks of doctoral student attrition; to activate faculty and peer mentorship and professional networking within the academia regarding doctoral students at risk diversity; to diversify the institutional strategies of doctoral students’ academic and researcher identity development in war and post-war circumstances. This will provide a significant context for advancing a new type of academic culture in doctoral education within Ukrainian academia – a culture of university social responsibility that prioritizes human values and addresses the real needs of Ukrainian researchers while providing early-career researcher-friendly support, both academic and professional.

Tujuan Pembelajaran Islam: Meneliti Ayat-Ayat Dalam Al-Qur'an Dan Manusia Sebagai Objek Pendidikan

Most research on the aims of Islamic education is carried out from the perspective of education as the essence and humans as the subject. However, discussions that study educational objectives from an object perspective still lack information, especially in terms of taking the perspective of several surahs of the Koran. The aim of this research is to describe the aims of education based on verses of the Koran. This research method uses a qualitative method with a library approach, the main information is obtained through books and articles. The research results show that Islamic education is used to teach people about the commands and prohibitions of Allah SWT. over themselves. Thus, the aim of Islamic education is to optimize and empower human reason to act in a good way, not in a wrong way.

National Education Policy 2020: A Transformative Shift in Education to Foster Critical Thinking among Students

National Education Policy 2020 recognizes the pivotal role of critical thinking in preparing students for the demands of the 21st century and aims to embed it across all aspects of the education system to foster a culture of inquiry, analysis, and innovation. It focuses on the development of the “creative potential” of each student. According to Ken Robinson, “Creativity, now, is as important in education as literacy, and we should treat it with the same status.” Developing critical thinking skills takes practice and often involves activities like analyzing texts, engaging in debates, solving problems, and evaluating evidence. It's a skill that is relevant in many aspects of life, from academics and professional settings to everyday decision-making. The policy advocates that the principle aim of education should not only be to develop cognitive skills — both “higher-order cognitive capabilities,” such as critical thinking and problem-solving and “foundational capacities” of numeracy and literacy — but should also be to develop emotional, social, and ethical capacities and dispositions. It encourages creativity, innovation, and out-of-the-box thinking at all levels of education with the support of good governance, autonomy, and empowerment. The present paper is an attempt to explore and understand how National Education Policy 2020 can be a transformative act in Education to foster critical thinking among students.

Higher Education’s Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania

Higher education is currently under a significant transformation due to the emergence of generative artificial intelligence (GenAI) technologies, the hype surrounding GenAI and the increasing influence of educational technology business groups over tertiary education. This commentary, prepared for the Special Issue of the Journal of University Teaching & Learning Practice (JUTLP) on “Enhancing student engagement using Artificial Intelligence (AI) and chatbots,” delves into the complex landscape of opportunities and threats that AI chatbots, including ChatGPT, introduce to the realm of higher education. We argue that while GenAI offers promise in enhancing pedagogy, research, administration, and student support, concerns around academic integrity, labour displacement, embedded biases, environmental sustainability, increased commercialisation, and regulatory gaps necessitate a critical approach. Our commentary advocates for the development of critical AI literacy among educators and students, emphasising the necessity to foster an environment of responsible innovation and informed use of AI. We posit that the successful integration of AI in higher education must be grounded in the principles of ethics, equity, and the prioritisation of educational aims and human values. By offering a critical and nuanced exploration of these issues, our commentary aims to contribute to the ongoing discourse on how higher education institutions can navigate the rise of GenAI, ensuring that technological advancements benefit all stakeholders while upholding core academic values.

Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school

IntroductionThe primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.MethodsThe researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.Results and discussionThe study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.

From Belief to Inquiry: Transforming Perspectives in the English Language Classroom

Fostering a scientific mindset and enhancing critical thinking abilities stands as the fundamental aim of education. If educators overlook engrained stereotypes and superstitions within students, the cultivation of progressive and unbiased thinking becomes challenging. Put differently, the pursuit of knowledge risks futility without a foundation of objective thought and action, while socially and emotionally being connected to the world. This essay recounts an episode from an English for Specific Purposes (ESP) class at an engineering institution in India, weaving together a discussion on superstitions and how it prompted learners to reassess their own irrational beliefs. It documents the positive transformation in classroom dynamics and the cultivation of critical thinking by employing topics relevant to students’ transportable identities, facilitated by Socratic questioning techniques.

Decolonizing democratic aims of education in Botswana: Kagisano and outcome-based education

Abstract Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its metrics of quantifiable outcomes. This article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through which to interpret Botswana’s current educational pathway within the prevailing decolonization discourse. OBE clearly exhibits features of neocolonialism, as it pertains to the national value principles. We draw on Ndlovu-Gatsheni’s decolonial epistemic perspective to frame the discussions. Insofar as OBE can be integrated with Botswana’s ethnically inclusive, community-based view of democracy and associated virtues, this is a worthy goal for education, and it could lead to a particular form of indigenized democracy. Substantive distinctions among the concepts of decolonization, neocolonialism, and decoloniality underwrite this thesis. We see the project of envisaging a future of education in Botswana as having to do with disentangling colonialist–imperialist cultural reproduction from indigenous aspirations.