Educational Challenges Research Articles

Implementing an interactive oral task to assess undergraduate psychology students’ attainment of pre-professional competencies

Finding engaging and authentic ways to assess required competencies which are resistant to academic misconduct is a challenge for tertiary psychology education. While simulation-based tasks are commonly used to assess postgraduate students’ development of professional competencies, they are less commonly used in undergraduate programs to assess pre-professional competencies. Interactive oral assessments have been suggested to achieve authenticity while inhibiting academic misconduct, and to be feasible within an online learning environment. The current study presents students’ and markers’ perceptions of an interactive oral task implemented to assess fourth-year psychology students’ counselling and reflection skills. Results suggest that students and markers perceived the interactive oral task to be an authentic assessment of knowledge and skills required for future practice, which encouraged deeper learning than written assessments or exams, and was resistant to academic misconduct. Despite feeling anxious about the new assessment format, both students and markers reported finding the engaging nature of the task enjoyable and indicated that they would like to be involved in more interactive oral assessments in the future. The extent to which these findings reflect the current literature, and the role for interactive oral tasks in the innovative, authentic assessment of pre-professional competencies which promote academic integrity are discussed.

An Overview of Historical Development and Emerging Challenges of Vocational Education: A China’s Higher Education Perspective

An Overview of Historical Development and Emerging Challenges of Vocational Education: A China’s Higher Education Perspective

The Funnel Transformative Model of Science Education

This theoretical paper proposes a model to address the multifaceted challenges of science education by integrating two evidence-based approaches: the Learner-Generated Digital Media (LGDM) projects framework and the Cognitive Acceleration through Science Education (CASE) framework. The Model is analogous to a funnel, with its wide top representing the broad field of science education and its narrow bottom symbolising transformative learning. It leverages LGDM’s self-regulation benefits and CASE’s structured five-stage approach – Concrete Preparation, Cognitive Conflict, Social Construction, Metacognition, and Bridging. The model categorises the complexity of science learning into six critical pillars: lack of conceptual understanding, cognitive challenges, language barriers, lack of hands-on learning, lack of robust assessments, and social issues. Applying the Funnel Model aims to develop cognitive skills, enhance learning strategies, and foster practical skills. This paper presents the Funnel Model and discusses a methodological approach to validation using Design-Based Research (DBR). The research plans to address three key questions to refine and enhance the Funnel Model in improving science education outcomes.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

College Teachers’ Informatization-Based Teaching Ability and Performance

Teachers' informatization teaching ability is vital for integrating modern technology with educational practices, especially as technologies continue to evolve. These skills are critical for advancing the modernization of education and improving teaching quality, particularly in higher education. National policies in China, such as the "Education Informatization 2.0 Action Plan," highlight the importance of enhancing teachers' technological capabilities to meet the challenges of contemporary education. Focusing on the informatization teaching abilities of college teachers in Hunan Province, this research employed a descriptive quantitative method, gathering data from students and teachers at five universities. Significantly low to no correlation was shown between students' evaluations of teachers' technological proficiency and teachers' self-efficacy, though other factors, including in pedagogical strategies and digital resource integration, did not show significant relationships. Although college teachers have acquired basic informatization teaching skills, there remains room for improvement in areas like teaching implementation and evaluation. To address these gaps, targeted training programs, collaborative skill development initiatives, and up-to-date professional development aligned with technological advancements are recommended as strengthening these areas is essential for enhancing teachers' informatization capabilities and supporting the ongoing modernization of higher education in China.

What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example

What was the Educational Challenge? Representation gaps in medical education publishing are widely recognized and may be attributed to epistemic injustice, defined as ‘wrong done to someone in their capacity as a knower.’ Although peer review is meant to ensure ‘rigor,’ some quality assurance practices can inadvertently silence entire populations and impede understanding of a field’s foundational concepts. What was the Proposed Solution? To honor our journal’s commitment to equitable knowledge production, a diversity, equity, and inclusion working group at Teaching and Learning in Medicine (TLM) reimagined rigor to include striving for a ‘more equitable, diverse, and inclusive research system.’ How was the Proposed Solution Implemented? We implemented structural peer review reform at TLM by adapting Hogan et al.’s Dimensionality and R4P framework for health equity, prioritizing change in our communication with contributors. What Lessons Learned are Relevant to a Wider Audience? Since implementation, our journal has received feedback expressing appreciation for humanity and personal connection in our peer review, and we have observed increased publications from geographically marginalized authors. We believe our outcomes result from respecting marginalized authors’ authority to pursue their own interests, concerns, and successes with respect to knowledge production. What are the Next Steps? We believe our approach can be adopted by other peer-reviewed journals. We invite application and critique of our framework to advance community development in creating relevant, accessible, and equitable knowledge production for all people.

Addressing numeracy challenges in education.

Addressing numeracy challenges in education.

Marketing support to commercialize innovations in Russian universities

Modern trends in the changing role of universities in the country’s economic development set new challenges for higher education. The article discusses the main directions of marketing support for universities’ innovative activities and ways to improve the mechanisms for marketing tools formation to commercialize innovations. In order to achieve this, it is necessary to institutionalize the transfer of knowledge by creating an appropriate innovation infrastructure in universities and scientific organizations to commercialize the results of scientific and technical activities. Departments should become an important element of the university’s innovation infrastructure engaged in innovation marketing – activities for the commercialization of innovations based on marketing approaches. The article, based on SWOT analysis and SPACE matrix of strategic position and action assessment identifies the main problems of innovations commercialization in Russian universities and justifies prospective directions of using marketing approaches, methods and tools for promoting new products on the market. It is concluded that the main thing in determining promising areas of scientific research and technical and technological work is to study and forecast the needs of the market to determine the degree of its usefulness for the buyer and the consumer. The adoption of technology by the market and the consumer is the main result of innovations commercialization.

CONECTANDO CONCEITOS: O IMPACTO DOS MAPAS MENTAIS DIGITAIS DINÂMICOS NA APRENDIZAGEM DE SISTEMAS LINEARES

Traditional teaching methods tend to emphasize verbal and linear learning, focusing on isolated information rather than identifying relationships between concepts. However, building meaningful understanding requires visualizing these conceptual interconnections. The shift from a linear approach to integrated network models, such as mind maps, facilitates this knowledge organization, allowing students to develop a deeper understanding of concepts. With the advent of distance learning, additional challenges arise in the production of teaching materials, requiring critical reflection on the potentialities and challenges of digital technologies in pedagogical practice. Therefore, this research investigates the effectiveness of using dynamic digital mind maps (DDMM) in learning Electrical Engineering, focusing on the Linear Systems course. The study aims to evaluate, through a data collection instrument, how mind maps can assist students in understanding mathematical and abstract concepts, highlighting two perspectives: how students learn, and their perceptions of meaningful learning based on Digital Educational Resources. The experience emphasized a lesson plan for knowledge construction in the face of the challenges of 21st-century engineering education, developing competencies and skills for solving real and interdisciplinary problems.

Research on the current situation of diversified development in education

As a multicultural country, China's education industry is at a critical stage of development. It not only contributes to the diversity of society, but also improves the overall quality of the entire population, thereby improving the basic scientific literacy of all people and improving their physical and mental health. However, due to various reasons, especially history, social environment and current economic conditions, there are still many challenges in the current education, especially the lack of resources related to mathematics education. With the change of times, improve the quality of students; Learning interest and skills in mathematics, as well as strengthening their understanding of mathematical culture and theory, are important issues today; Therefore, integrating these factors into the classroom not only helps to improve their comprehensive quality, but also helps to better realize their dreams. This paper aims to explore the sustainable development of minority mathematics education through practical activities, classroom discussions, examination guidance, social practice activities and other forms, so as to improve students' comprehensive quality and mathematical ability.

Education as initiation into social practices – the case of democracy

ABSTRACT In this essay I scrutinize the challenge Paul Hirst set to educational philosophers in rejecting rational autonomy as the central aim of education and proposing initiation into social practices instead. Although I disagree with some dimensions of Hirst’s argument, I find his main idea of utmost importance in answering some burning challenges of contemporary democratic education. Contrary to Hirst’s thinking, I argue that this theoretical development can be best done within the framework of philosophical pragmatism, on which appropriate interpretations of the concepts of democracy, social practices and habits can be based. In this framework, it is also possible to preserve as educational ideals the pragmatist interpretations of the notions of rationality and autonomy. Based on my theoretical development relying both on early pragmatist and contemporary thinkers, I argue that education for democracy should start from the aim of providing children with emotionally rewarding experiences of participation, membership and belonging.

Joy, adaptation, and agency in the resilience narratives of primary caregivers during the COVID-19 pandemic

The COVID-19 pandemic has ushered in profound educational, occupational, and familial challenges for school-aged children and their primary caregivers. During this transitional period, resilience was often featured in pandemic discourse as a solution to managing these unprecedented shifts. However, very little concrete information was provided as to how caregivers should or could mobilize this oft-cited resource. Our qualitative study was designed to explore how primary caregivers survived or thrived, using resilience as an experiential window through which to better understand how they coped with the complex, unprecedented challenges ushered in by the COVID-19 pandemic. One-hour interviews were conducted with caregivers (n = 22, all but two identified as female). Analysis revealed that primary caregivers understood resilience to be surviving the pandemic and making it through with the fewest scars for both them and their children. Caregivers cultivated resilience through finding joy during the hardships, supporting their children’s adaptations to the changing context, and resisting rules. Surviving the pandemic required resilience, and while this emerged in caregivers’ definitions, their lived experience highlights how joy, supporting adaptations, and resistance were employed to cultivate resilience.

FINDING SILVER LININGS: UNDERSTANDING THE CHALLENGES FACED BY NON-SPECIAL NEEDS EDUCATION TEACHERS IN THE ERA OF INCLUSIVE EDUCATION

This qualitative phenomenological study aimed to uncover the lived experiences of twelve (12) non-special needs education (non-SNed) teachers at New Corella National High School, focusing on the challenges they faced in the era of inclusive education. Additionally, the study described how these teachers coped with these challenges and the insights they gained from their experiences. In-depth interviews (IDI) were conducted with twelve (12) participants selected through purposive sampling. Results indicated that non-SNed teachers encountered various challenges, including managing diverse learning needs, lacking proper training and resources, and difficulties with integration and inclusion. Participants coped with these struggles by receiving comprehensive training, creating an inclusive atmosphere, enhancing student engagement and participation, achieving academic progress, and employing flexible learning strategies. The insights drawn from their experiences emphasized the importance of cultivating patience and adaptability, enriching understanding and empathy, navigating professional growth and challenges in inclusive education, and embracing and loving their students. Future researchers should adopt a mixed-methods approach with more participants to comprehensively grasp inclusive education processes. KEYWORDS- Non-Special Needs Education Teachers, Lived Experience, Challenges, Inclusive Education, Qualitative, Phenomenology, Philippines

E-learning adoption: a comparative analysis of public sentiments during COVID-19

ABSTRACT The COVID-19 pandemic accelerated e-learning adoption, presenting both opportunities and challenges for educational development, particularly in the context of Information Technology for Development (ITD). This study profiles public sentiments on e-learning to identify key factors influencing IT-enabled education. A text analysis of Tweets from the United States and India posted from March 2020 to January 2022 was conducted using a computer-aided text analysis and natural language processing alongside a content analysis using a machine learning technique. Findings show positive sentiments towards e-learning from both countries, with trust, anticipation, and joy as predominant emotion categories. Themes of strongest importance are students, schools, and education as central to e-learning discussions. The study also uncovers challenges such as the need for internet infrastructure and teacher training in digital pedagogy. These findings contribute to the broader understanding of how information technologies can address educational challenges and promote development in diverse global contexts.

Educational Challenges Affecting Girls’ Academic Achievement in Public Secondary Schools in Burao, Somaliland

The study explores Educational Challenges Affecting Girls’ Academic Achievement in Public Secondary Schools in Burao, Somaliland. It utilizes both quantitative and qualitative research methods to gain a comprehensive understanding of the obstacles faced by girls in their educational pursuits. The study reveals that socioeconomic factors, cultural traditions, and insufficient school infrastructure significantly hinder girls’ education, with financial constraints, early marriage, and gender-biased cultural practices identified as significant barriers. The recommendations of this study, if effectively implemented, have the potential to bring about substantial positive change. These recommendations include the implementation of financial support programs, raising community awareness, improving school infrastructure, and providing career guidance and skills training.

Developing a Cloud and IoT-Integrated Remote Laboratory to Enhance Education 4.0: An Approach for FPGA-Based Motor Control

Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform’s strengths and identifying areas for improvement. The results also underscore the system’s potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs).

Examining the ethical and sustainability challenges of legal education’s AI revolution

ABSTRACT Two of the forces that have most shaped the landscape in higher education over the last few years have been sustainability on one hand and Artificial Intelligence (AI) on the other. Bringing these phenomena together, this article examines the multifaceted sustainability challenges posed by integrating AI into legal education. The integration of AI into legal education has promised to revolutionise the field, offering unprecedented opportunities for efficiency and innovation. However, this transformative shift is accompanied by ethical and sustainability challenges. This article explores important sustainability issues arising from AI adoption in legal education, emphasising equity, ethics and the long-term viability of AI-driven initiatives. Strategies to promote fairness, inclusivity and ethical AI practices are explored, alongside resource allocation schemes, digital divide mitigation and sustainable faculty training programmes. Ethical considerations are examined, focusing on AI biases and policies for promoting equity and inclusion. This article also discusses the challenge of regulatory compliance in an evolving AI landscape. The intersection of AI adoption, sustainability ethics and legal education necessitates a conscientious integration of sustainability principles to navigate ethical dilemmas responsibly. By addressing these challenges, legal education can lead the way in shaping a future where AI serves as a valuable tool.

Psychological and Pedagogical Support for Future Technology Teachers in the Educational-Scientific-Production Cluster

The article examines the importance of psychological and pedagogical support in the training process of future technology teachers, particularly in the context of modern educational challenges and the full-scale war. This support is aimed at developing emotional intelligence, stress resilience, preventing professional burnout, improving communication skills, and providing supervision. The research emphasizes the formation of teachers' professional identity, as well as their ability for self-analysis and self-reflection. Special attention is given to methods of coping with emotional stress during the war, including relaxation techniques, stress management, the use of positive thinking, and maintaining a work-life balance. The article is based on the experience of the Social and Psychological Center of the Lviv Educational-Scientific-Production Cluster, which focuses its efforts on supporting future teachers through supervision, training, and consultations. The cluster integrates theoretical knowledge, scientific research, and practical training for specialists in the fields of vocational education and production. This model of teacher training is aimed at enhancing their qualifications, developing professional competencies, and adapting to the demands of the modern labor market. The study explores the key stages of teacher training, which include foundational theoretical preparation, scientific research, practical internships at production enterprises, and further professional development. Special attention is paid to the implementation of innovative teaching approaches and the use of modern technologies that enable future teachers not only to master new teaching methodologies but also to integrate contemporary production processes into educational programs.

Pedagogical and Social Transformations in Post-Apartheid Mathematics Education

This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body of knowledge and deepening practitioners' understanding of its impact.

Nurse Educators and Faculty Members Challenges Towards Online Teaching During COVID-19 Pandemic Crisis: A Qualitative Descriptive Study.

The effects of COVID-19 have brought numerous changes in society in the past several months. Lifestyles, business sectors, educational facilities and healthcare services have been greatly affected, causing individuals to be alarmed about future repercussions. This study investigated the various challenges of nursing faculties in conducting online teaching during the COVID-19 pandemic crisis. Qualitative description. Individual interviews were conducted among 20 nurse educators and faculty members, including professors, lecturers and demonstrators utilising a semistructured interview guide. This study utilised qualitative content analysis. COREQ criteria list was used in the qualitative data reporting. Three major themes were generated from the experiences of the participants namely: (1) 'lack of teacher-student interaction' (2) 'digital literacy and technical issues' and (3) 'curriculum structure and programme quality'. The study's benefits will enable the nurse faculties to realise and conceptualise ways and means to mitigate the challenges in conducting online teaching since the effects of COVID-19 continue to increase. Nurse faculties must prepare various strategies approach to deliver education without compromising their quality. Experts from various fields were consulted in the planning of the data gathering procedures, analysis of data and reviewing of the manuscript.