Educational Approach Research Articles

The Case of Distance Learning Modalities Among Technical Vocational Students in One State College in The Philippines

This study discusses the perception of the Bachelor of Technical-Vocational Teacher Education (BTVTEd) students during the implementation of distance learning along with their specialization courses in Camarines Sur Polytechnic Colleges (CSPC). This study aimed to generate students' learning experience and determine factors affecting the teaching-learning process and the implementation of the distance learning modality of CSPC. This study utilized a descriptive method of research. An adapted survey questionnaire was used to gather the data, and a weighted mean was employed to analyze and determine the factors affecting students’ performance in the distance learning modality. This study revealed that the students rated an overall rating of 2.95 with a verbal interpretation of Agree along with computer expertise, the flexibility of distance learning, the usefulness of distance learning, and distance learning satisfaction. This means they were satisfied with the teaching-learning process they experienced in their major courses. Thus, the researcher recommended reinforcing its programs along with the new normal approaches in education to achieve its vision of providing the best polytechnic education to its students by continuously creating opportunities such as training and seminars for the teaching staff and students to be fully equipped with the necessary skills for distance learning and the digital advancements in education.

An educational approach using interprofessional (IP) role plays and patient narratives to inculcate empathy and communication among undergraduates in breast cancer management.

Interactive teaching methods such as patient narratives and role plays are effective tools in medical education. Incorporating the patient's perspective of the disease and standardized treatment in the teaching process helps the students become more empathetic and have better doctor-patient communication. An interactive module was conducted using role plays and patient narratives to teach communication skills and doctor-patient relationships to randomly chosen Seventy-seven final-year(4thyear) medical students to address the various psychosocial problems faced by the patients with breast cancer. Participants' perspectives regarding the intervention were collected using pre and post-tests, session feedback, and interviews. The data were analyzed quantitatively and qualitatively, as appropriate. Observed Structured Clinical Examination (OSCE)stations with case scenarios to break bad news to simulated patients were used for the assessment. Most participants felt that such interactive sessions were needed where they played the role of a doctor before facing an actual patient. While reading the narratives, they felt that the narrators' emotions were genuine and that they felt involved. Most of them could relate to the social and emotional aspects of the patient and understood the Interprofessional (IP) teamwork in the treatment of a breast cancer patient. 93.4% of the participants felt they gained competence in managing difficult communication situations with patients. Interactive teaching methods like narratives and role play may help enhance students' communication and empathy, which is vital for future doctors. They seamlessly integrate into existing curricula, offering practical experiences that deepen understanding and empathy without disrupting learning.

Soil Loss Estimation and Community Awareness Assessment on Integrated Watershed Management: The Case of Lake Hashenge Watershed, Tigray, Ethiopia

Ethiopia is recognized as one of the most severely affected regions by soil erosion globally, posing significant threats to its national economy. This study investigates soil loss estimation and community awareness within the framework of integrated watershed management in the Lake Hashenge watershed, Tigray, Ethiopia. The mean annual rainfall and total drainage area of Lake Hashenge watershed is 988.7 mm and 129km2 respectively. Utilizing the Revised Universal Soil Loss Equation (RUSLE) model, we quantified soil erosion rates and identified critical areas prone to severe soil loss. Our findings indicate significant soil degradation, exacerbated by both natural and anthropogenic factors. The estimated soil loss yield entering Lake Hashenge in the form of sheet and rill erosion was 61.94 tons/ha/year. According to the universal soil loss factsheet, the soil loss estimated in the watershed was categorized as severe, indicating that the lake is in danger. Concurrently, we assessed community awareness and participation in soil conservation practices through surveys and interviews with a multidisciplinary team of researchers. The results reveal a moderate level of awareness and engagement, highlighting the need for enhanced educational and participatory approaches to foster sustainable watershed management. This research underscores the importance of integrating scientific soil loss assessments with community-based integrated watershed management strategies to mitigate soil erosion, protect the lake from sedimentation, and promote environmental sustainability in the region.

Implementasi Manajemen Pendidikan Islam Berbasis Karakter: Strategi Pembangunan Karakter Siswa di Madrasah

The purpose of this study is to investigate the management of Islamic education based on the character based on the context of the development of Madrasas students. The main purpose of this study is to identify the management strategy that can be implemented in Madrasus in creating character characters, thanks to Islamian educational approaches. This study uses a method of reviewing the literature and analyzing various relevant reading sources, such as books, magazines, articles, and previous studies related to Islam education and character training management. Research results indicate that natural -based educational management can be implemented using three major pillars. First, integration into the learning process of the character learning program. Second, the role of Maras leaders in the supply of samples and politics management that supports the formation of personality. Third, when creating an environment that supports the development of student characters, it is to strengthen the sluggishness and cooperation between families and communities. Some of the challenges faced are the lack of trained human resources in character education and the lack of synergy between schools, parents and society. In conclusion, character-based management of Islamic madrasah education is very important to create a generation that is not only academically intelligent but also possesses noble character. For this reason, more comprehensive policies and closer cooperation between schools, parents and society are needed to implement personality education

Unmet Needs of Children and Young Adults With ADHD: Insights From Key Stakeholders on Priorities for Stigma Reduction.

Individuals with ADHD continue to face stigma, which can negatively impact their access to, adherence to, and quality of mental health services, as well as their overall wellbeing. Perspectives of various stakeholders regarding priorities for stigma reduction remain underexplored. This study explores young adult, parent, teacher, and mental health care professional perspectives on unmet needs of children and young adults with ADHD in the Netherlands, in the context of stigma reduction. A total of 24 respondents participated in seven small focus group discussions (FGDs). The FGDs facilitated in-depth discussions exploring stakeholder group perspectives on unmet needs of children and young adults with ADHD in educational, professional, and social settings. Data was analyzed using thematic content analysis. Three thematic categories of unmet needs were identified: (1) a lack of awareness, knowledge, and understanding of ADHD; (2) insufficient personalized approaches in education and health care; and (3) limited accessibility of information and support services. Within theme 1, respondents primarily highlighted the importance of improving education for primary school teachers and mental health care professionals. Theme 2 underscored the need for increased capacity for personalization and attention to the sociopsychological factors of ADHD, alongside recognizing strengths. Theme 3 emphasized the need for easy access to reliable information and mental health care, including peer networks, as well as proper follow-up and continuity of care. Findings highlight the need for improving our understanding of ADHD as a complex biopsychosocial condition, which requires specific adjustments in education and mental health care. Interventions to improve support and disrupt stigmatization should meet diverse needs, incorporate multi-level strategies, and involve key stakeholders.

Effectiveness of an Inquiry-Based Science Program on Enhancing Science Process Skills and Knowledge Among Moroccan Preschool Children

<p style="text-align:justify">This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.</p>

Blended Realities - Higher Education Student Reflections on Acquiring Skills for Game Creation in a Project-Based- and Blended Learning Environments

This study delves into higher education students' active participation in an Erasmus+ blended intensive program (BIP) that focuses on teaching game creation. Three universities facilitated the BIP, which had 22 international students. The program, designed around project-based learning and on-site/online collaboration, empowered students to better prepare them for careers the game industry. Two student focus groups were analyzed using thematic analysis to understand the students' perceptions of the educational approach. The investigation findings emphasize that aligning game creation teaching with conditions and technologies in the game industry is challenging in practice despite its apparent simplicity on paper. It also underscores the crucial role of soft skills and transversal competencies in game creation education. These skills, often overlooked, play a vital role in the success of game creation projects. With this study, we wish to contribute to the discourse on game education by offering insights into the enablers and barriers to teaching game creation within higher education. It provides ten useful considerations for game scholars and educators to deliberate in their profession.

Decolonial Language Education and Identity Realization in Africa

This paper explores the relationship between language education and identity realization and the consequences of choosing either an Indigenous or a colonial language education approach. The focus is on the African postcolonial context; however, the arguments are also substantiated by examples from other parts of the world. I argue for a decolonial-multilingual approach to language education, where our conceptualizations of language must be decolonized (freed from colonial rhetoric) so that language use can be explored for its utility. The paper juxtaposes two lines of arguments: the first is an insistence on a return to Indigenous language education as a form of decolonial resistance and warnings against intellectual control through colonial language education. The second line of argument explores the possibilities of compartmentalizing and interrogating language use as an alternative decolonial-multilingual reality, thereby redefining an individual’s relationship with language and its influence on identity realization. As the paper highlights the extent to which language and identity are correlated, I conclude by stressing the need to decolonize language if identity realization is to be decolonized.

Cultivating Care in the Classroom: Bridging Cultural Approaches in Malaysian and UK Higher Education

This paper investigates the role of care in the classroom by examining the impact of a care-infused virtual drama approach on English as a Second Language (ESL) learners at two Malaysian Higher Education Institutions (HEIs), incorporating teacher reflections and insights from student interviews. Due to the prevalence of power imbalances (Nawi, 2014) and authoritarian practices (Tee et al., 2018) in Malaysia, this paper further explores the perspectives of three Malaysian Graduate Teaching Assistants (GTAs) at the University of Warwick to understand their experiences and understanding of the notion of care within the context of a UK higher education institution. Through one-on-one semi-structured and pair interviews conducted online via Microsoft Teams, these GTAs shared how they manifest care and provide support for their learners at the University of Warwick. The insights from Malaysia and the UK accentuate the significance of fostering care in diverse educational environments, revealing its potential to enhance students’ engagement and well-being across cultural and institutional settings.

RE: Exploring new educational approaches in neuropathic pain: Assessing accuracy and consistency of AI responses from GPT-3.5 and GPT-4.

RE: Exploring new educational approaches in neuropathic pain: Assessing accuracy and consistency of AI responses from GPT-3.5 and GPT-4.

RE: Exploring new educational approaches in neuropathic pain: Assessing accuracy and consistency of AI responses from GPT-3.5 and GPT-4.

RE: Exploring new educational approaches in neuropathic pain: Assessing accuracy and consistency of AI responses from GPT-3.5 and GPT-4.

Can Digital Technology Revolutionize Continuous Education in Diabetes Care?

Rapid technological advancements, such as artificial intelligence, wearable technologies, and telehealth with remote monitoring, are transforming continuous education for health care providers (HCPs) in diabetes management. These technologies improve patient care and necessitate innovative educational approaches to prepare HCPs for clinical integration. Digital education offers real-time, scalable, and cost-effective solutions, especially in areas with health care workforce shortages. However, the effect of digital education on HCPs' knowledge, skills, attitudes, and patient outcomes remains under-researched and necessitates further study. As technologies advance, achieving precision in diabetes continuous education becomes feasible. The 2024 ADA Standards of Care emphasize early adoption of advanced technologies and proficiency among HCPs. This commentary explores transformative trends, discussing limitations and proposing solutions to revolutionize continuous education in diabetes care.

Embodied learning of science concepts through augmented reality technology

AbstractAugmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.

Is Your Syllabus Trauma Informed?

Recognizing the limitations of existing trauma-informed education approaches, this research emphasized the need to address systemic issues and societal inequalities. The study documents a transformative process undertaken by the author in the Spring semester of 2023, involving a meticulous reevaluation and rewriting of course policies using Shevrin Venet's (2021) four proactive priority questions. The article explores student perceptions of the equity-centered trauma-informed education through surveys conducted at the beginning and end of the semester, revealing positive shifts in student attitudes towards the implementation of the four priorities. The findings suggest that a thoughtfully crafted and trauma-informed syllabus can contribute to a positive learning environment, emphasizing predictability, flexibility, empowerment, and connection. Through this inquiry, the article contributes to the ongoing discourse on bridging the gap between theoretical frameworks and practical application in trauma-informed pedagogy within teacher education.

Involvement of anesthesiologists in pediatric sedation and analgesia outside the operating room in Japan: is it too late, or is there still time?

The global COVID-19 pandemic highlighted significant existing supply-demand imbalances in anesthesia workforce, particularly impacting non-operating room anesthesia. Despite documented risks and mortality rates associated with pediatric procedural sedation and analgesia (PPSA) outside the operating room (OR), there is a pressing need for improvements in safety infrastructure. Comparative analysis with international practices reveals that anesthesiologists' involvement is associated with fewer adverse events and improved outcomes. However, lower reimbursement rate for sedation and anesthesia workforce shortage, and decentralized health resources are contributing factors to limit their participation in PPSA outside the OR in Japan. Enhancing the involvement of anesthesiologists through the public health frameworks such as "high-risk approach" and "population approach" can contribute to improvement of the safety and quality of PPSA. By tackling these challenges and implementing effective solutions, anesthesiologists can play a key role in ensuring safer and more effective PPSA outside the OR. Future challenges include enhancing training, addressing reduced clinical exposure due to work style reform, and developing effective educational systems. Research on improved educational approaches and fundamental outcome indices is crucial for improving PPSA practices outside the OR.

Construction of an Evaluation Index System for Enhancing College Students' Innovation and Entrepreneurship Abilities Based on Academic Competitions

With the rapid development of the global economy, innovation and entrepreneurship have become vital components of national competitiveness. Academic competitions, as an effective educational approach, can foster college students' innovation and entrepreneurship abilities. This paper aims to provide a reference and practical tool for innovation and entrepreneurship education in higher education by constructing an evaluation index system for enhancing college students' innovation and entrepreneurship abilities based on academic competitions.

The evolution of SNAP-Ed: policy, systems and environment (PSE) interventions to enhance nutrition security and health equity in the United States

Purpose This study uses a comprehensive literature review and analysis of recent research, policy documents and program evaluations related to Supplemental Nutrition Assistance Program Education (SNAP-Ed) and policy, systems and environmental (PSE) strategies. Key sources include peer-reviewed articles, the 2025 SNAP-Ed Plan Guidance and case studies of successful PSE interventions. The Social-Ecological Model serves as a framework to organize and analyze the multilevel impacts of PSE interventions. The method involves identifying relevant information, synthesizing key themes and patterns and critically examining the potential impact of PSE strategies on nutrition security and health equity. Design/methodology/approach This paper examines the evolution of the SNAP-Ed from direct nutrition education to a comprehensive approach integrating PSE change strategies. It aims to analyze the rationale, implementation and potential impact of PSE approaches in SNAP-Ed on nutrition security and health equity in the USA. The study explores how these strategies address social determinants of health, promote sustainable population-level changes in nutrition environments, and their capacity to reduce health disparities in low-income communities. It seeks to identify challenges, opportunities and future research directions in implementing PSE strategies within SNAP-Ed. Findings The review reveals that PSE strategies in SNAP-Ed show promise in creating sustainable, population-level changes in nutrition environments and health outcomes. Successful examples, such as healthy corner store initiatives and workplace wellness programs, demonstrate the potential of PSE approaches to improve access to healthy food options and physical activity opportunities. The integration of PSE strategies has enhanced SNAP-Ed’s capacity to address social determinants of health and promote health equity. However, challenges including resource constraints, political opposition and the need for cross-sector collaboration persist. The effectiveness of PSE interventions relies heavily on community engagement, partnerships and supportive policies. Practical implications The findings underscore the importance of adopting comprehensive, multilevel approaches in nutrition education and obesity prevention programs. For SNAP-Ed implementers, this implies a need to develop expertise in PSE strategies, foster cross-sector partnerships and engage communities in intervention design and implementation. Policymakers should consider increasing support and resources for PSE approaches within SNAP-Ed and similar programs. Public health practitioners can use these insights to design more effective, equitable interventions that address root causes of nutrition insecurity. The study also highlights the need for improved evaluation methods to assess the long-term impact of PSE strategies on population health outcomes. Social implications This study highlights the importance of addressing social determinants of health, such as poverty and access to healthy food options, to promote equitable health outcomes. It underscores the potential of community-driven, multilevel interventions in building a more just and equitable food system accessible to all. Originality/value This paper provides a comprehensive analysis of the shift toward PSE strategies in SNAP-Ed, offering valuable insights into the program’s evolution and its potential to address complex public health challenges. By examining both successes and challenges, it contributes to the growing body of evidence on the effectiveness of multilevel interventions in promoting nutrition security and health equity. The study’s emphasis on the role of community engagement and partnerships in PSE implementation offers practical guidance for program planners and policymakers.

SPIRITUAL ENHANCEMENT THROUGH PRENATAL GENTLE YOGA WITHIN ISLAMIC CULTURAL CONTEXTS

<p><em>Prenatal education is an important aspect in preparing pregnant women holistically to face the process of pregnancy and childbirth. This study aims to examine the integration of gentle yoga with Islamic spiritual values as an approach in Islamic prenatal education. Gentle yoga, with a focus on gentle physical exercise, breathing techniques, meditation, and relaxation, offers various benefits for the physical and emotional health of pregnant women. On the other hand, Islamic spiritual values emphasize the importance of maintaining physical and mental health and getting closer to Allah SWT. This study used a qualitative method with a literature study approach and in-depth interviews with pregnant women and Islamic scholars. Data were analyzed to understand the views and practices related to the integration of gentle yoga and spiritual education in the context of pregnancy. The results showed that gentle yoga integrated with Islamic spiritual values can improve the physical, emotional, and spiritual well-being of pregnant women. This practice helps pregnant women feel calm, patient, and close to Allah SWT, as well as strengthen gratitude and inner peace. The conclusion of this study confirms that Islamic prenatal education that combines gentle yoga and Islamic spiritual values offers an effective holistic approach to preparing pregnant women. The implementation of such prenatal education can provide comprehensive support for pregnant women, both physically, mentally, and spiritually. This study provides a significant contribution to the development of a prenatal education approach that is in accordance with Islamic teachings and beneficial for the health of pregnant women.</em></p>

Optimising school leadership development for 21st-century learning: An in-depth analysis of South African private secondary schools in KwaZulu-Natal

There have been significant and rapid improvements in information and communication technology (ICT) since the early 1990s. Subsequent global changes have increased with the onset of the Fourth Industrial Revolution and have dictated pedagogical transformation. Many countries have moved from traditional approaches of education to 21st-century Learning (21CL). 21CL is ICT-aligned, inquiry-based, and includes the development of affective abilities. School leadership influences all structures and individuals directly in a school. It has the potential to be one of the cornerstones of the paradigm shift to 21CL. I investigated how school leadership is developed to facilitate 21CL and how it can be improved. I required quantitative and qualitative data to achieve the research objectives. Therefore, I adopted a mixed methods research approach that is underpinned by the positivist and interpretivist paradigms. I used a case study design. The data collection methods I employed were questionnaires, semi-structured interviews, and focus group interviews. Phase one of the research involved the quantitative data collection from twenty-five schools, of which five schools were purposely sampled for the second qualitative phase. The use of transformational leadership, strategic leadership, system leadership, and ecological leadership in enacting 21CL featured prominently in the reviewed literature. However, the research findings show that, largely, these four leadership theories were not incorporated in leadership development in South Africa. The results also show that school leadership development specifically designed for 21CL, was limited. The leadership training that is available focused more on administrative tasks instead of on leadership theories and skills to facilitate 21CL. I recommend that further research be conducted in both private and public schools in other South African provinces.

Exploring the Role of Creativity in Psychological Resilience

This paper investigates the intersection between creativity and psychological resilience, examining how creative processes and expressions contribute to the development and strengthening of resilience in individuals facing adversity. Psychological resilience, often defined as the capacity to recover from stress or trauma, and creativity, regarded as the ability to generate novel ideas and solutions, are analyzed through theoretical models, empirical research, and practical interventions. The paper reviews biopsychosocial, ecological, and developmental frameworks of resilience, highlighting the critical role creativity plays in fostering adaptive coping mechanisms and enhancing mental well-being. It further explores the empirical evidence linking creative behaviors to resilience-building, particularly in response to trauma and stress. Finally, practical implications and interventions for leveraging creativity to enhance resilience across diverse populations are discussed, suggesting tailored approaches for educators, mental health professionals, and community leaders. Keywords: Psychological Resilience, Creativity, Coping Mechanisms, Stress and Trauma, Creative Expression.