Educational Change Research Articles

Change in mathematics education during a time of crisis: Reflections through the lens of complexity constructs

The year 2020 will be remembered as the time when the COVID-19 pandemic swept the world. Almost overnight, all educational activities pivoted to online platforms and teaching and learning was navigated in uncharted terrains. In mathematics education, concerns about sustaining online teaching and learning of mathematics have generated efforts in using digital technologies. In this paper, we use the lens of complexity theory and in particular the constructs of agents, interaction, dispersed control, and emergence to describe top-down and bottom-up mechanisms for change within the sudden shift to emergency remote teaching and learning. The authors’ collaborative work was carried out through online meetings discussing observations on and insights about their experience as mathematics teacher educators during the COVID-19 pandemic and traction data in three locally available online platforms. The main findings indicate two government-led, top-down initiatives, and three community-led bottom-up initiatives. The results suggest that mathematics teachers, mathematics teacher educators, and mathematics teacher consultants served as actors within the larger system. We discuss the possibilities and constraints of mathematics education in a time of crisis through the lens of complexity theory and offer trajectories for further research.

Knowledge, attitudes, and practices on urinary schistosomiasis among schoolchildren in Ethiopia: cross-sectional study

BackgroundUrinary schistosomiasis is a disease caused by Schistosoma haematobium and is one of the public health problems in Ethiopia. When developing specific schistosomiasis control intervention program, the existing knowledge, attitudes and practices (KAPs) must be taken into account. This study aimed to assess the KAPs of primary schoolchildren towards urinary schistosomiasis in Ethiopia.MethodsA total of 1171 study participants aged 5 to 15 years were selected randomly.ResultsOf the 1171 interviewed schoolchildren, 654, or 55.8%, said they had heard of urinary schistosomiasis. Using river or dam water for household consumption had association with urinary schistosomiasis infection history (P = 0.001). Logistic regression analysis showed that males had higher risk of getting urinary schistosomiasis infection compared to females (OR = 3.01, P < 0.001). Children in low socio-economic status had higher risk of having urinary schistosomiasis compared to high socio-economic status (OR = 2.81, P < 0.001). Compared to urban dweller, children in rural area had higher risk of having urinary schistosomiasis (OR = 4.34, P < 0.001). Respondents who used river water (OR = 2.48, P = 0.005) and lake or dam water (OR = 3.33, P = < 0.001) were at higher risk of urinary schistosomiasis infection. Furthermore, respondents swimming or playing in river water had higher risk of urinary schistosomiasis infection history (OR = 1.62, P = 0.005).ConclusionsThere was knowledge gap in schoolchildren about urinary schistosomiasis causes, transmission, symptoms and prevention. Therefore, appropriate health education and behavioral change intervention is needed to create better knowledge and practices in children to prevent and control urinary schistosomiasis. Health organizations and policy makers should contribute to improve knowledge at the school as well as community level.

Navigating Challenges Matatag Curriculum Implementation In Grade 7 First Quarter

This qualitative case study offers a comprehensive examination of the challenges faced by Grade 7 teachers during the initial quarter of implementing the Matatag Curriculum at Pines City National High School in Baguio City, located in the Cordillera Administrative Region of the Philippines. The research focuses on several key aspects, including the unique experiences of teachers as they navigate the new curriculum, the strategies they employ to adapt to these changes, and their perceptions regarding the curriculum's effectiveness and practicality. By gathering and analyzing qualitative data, this study aims to illuminate the complexities associated with curriculum implementation, highlighting both the obstacles and opportunities that educators encounter during this transitional period. Additionally, the study explores the elements of teacher professional development, emphasizing the support systems available for educators as they adjust to new teaching methodologies and resources. It further addresses the broader implications of educational change, considering how the challenges experienced by teachers may impact Grade 7 education overall. key themes of the study include the matatag curriculum, the intricacies of curriculum implementation, teacher professional development, the dynamics of educational change, and the specific context of grade 7 education in the philippines. through this detailed exploration, the study aims to provide valuable insights that can inform future curriculum reforms and enhance support for educators.

Role of Augmented Reality, Virtual Reality and Streaming Services in the Field of Education (2020–2023) – A Systematic Review

This paper systematically reviews the demand for real-time streaming services in the education sector over the period 2020–2023. The systematic review analyzes the effects of augmented reality (AR) and virtual reality (VR) in education, focusing on the need for real-time streaming services. These technologies have grown significantly in education, enabling collaborative and immersive experiences. VR, supported by leading streaming platforms, has facilitated distance education, especially during the COVID-19 pandemic. The methodology was based on searching for articles in databases such as Ebsco, Springer, IEEE, ScienceDirect, and Scopus. Inclusion and exclusion criteria were applied, creating a final sample of 60 papers, with a geographical distribution highlighting the important role of China and the United States. The results indicate that changes in education, the focus on VR, and the impact of the COVID-19 pandemic are the main drivers of demand for educational streaming. This led to a rapid adoption of online educational platforms. Challenges to implementing streaming services include a lack of training in educational institutions and a lack of practice in certain areas. Content customization, video quality, and adequate technological infrastructure are the most sought-after functionalities by users.

Community Corrections Programs and Their Impact on Cybercrime: A Social Work Perspective

Abstract The increasing prevalence of cybercrime poses significant challenges to law enforcement and the criminal justice system. Traditional punitive measures such as incarceration often fail to rehabilitate offenders and prevent recidivism, particularly in the realm of cyber offenses. Community corrections programs—such as probation, parole, and diversion initiatives—offer rehabilitative alternatives that emphasize education, reintegration, and behavioral change. Social work interventions within these programs play a crucial role in addressing the psychological, social, and economic factors that contribute to cybercrime. This paper explores the effectiveness of community corrections in cybercrime prevention, emphasizing the role of social work in offender rehabilitation. It examines various interventions, including case management, counseling, digital literacy training, and restorative justice programs. Additionally, the study discusses the challenges faced in implementing these programs and provides recommendations for enhancing the effectiveness of social work-driven community corrections initiatives. Keywords Community corrections, cybercrime, social work intervention, probation, parole, offender rehabilitation, digital ethics, digital literacy

Developing a Postgraduate Program for AI in Medicine with Kern’s Six-Step Curriculum Development Approach in Singapore

Artificial Intelligence (AI) has rapidly transformed the medical field, necessitating significant changes in medical education to prepare healthcare professionals for future work requirements. However, the integration of AI into medical curricula has been slow and lacks standardization. In this paper, we present our work in developing a year-long postgraduate-level AI in Medicine program offered by a medical school at a public university in Singapore. Our curriculum design follows Kern's six-step approach to medical curriculum development, organized into a four-session framework. These sessions involved collaboration with hospital and university administrators, educators, industry experts, and healthcare professionals. The program is structured around three core courses: Foundational Healthcare AI, Clinical Applications of Healthcare AI, and Governance and Ethics for Healthcare AI. Each course comprises multiple modules with associated projects, emphasizing hands-on learning. The program adopts a problem-based learning approach, supported by a blended learning environment to accommodate the schedules of working healthcare professionals. Evaluations by industry experts highlight the program's potential to address critical gaps in the healthcare sector. This study contributes to the integration of AI into medical training by providing a standardized approach that can be adapted globally.

Medication Administration Errors and Contributing Factors Among Nurses in Tertiary Hospitals; A Cross-Sectional Study in Peshawar KP.

Introduction Medication administration errors (MAEs) are a significant concern in healthcare, leading to patient harm and increased healthcare costs. Contributing factors include high workloads, inadequate training, poor communication, and disruptive environments, all of which can compromise patient safety and care quality. Addressing these errors requires targeted interventions, education, and cultural changes within healthcare settings. Methodology: This study utilized a descriptive cross-sectional design to explore medication administration errors among nurses in two teaching hospitals over six months. A sample of 267 registered nurses was selected through convenience sampling. Data were collected using a structured questionnaire and analysed with SPSS. Ethical considerations were addressed, including obtaining institutional review board approval and informed consent from participants. Result: The study revealed a high prevalence of MAEs among the predominantly young female nurses with 1-6 years of experience. Nearly half of the nurses reported MAEs in the past year, with common errors including wrong doses and incorrect administration routes. These errors were mainly attributed to similar-looking drugs and heavy workloads. Conclusion: Strategies to reduce MAEs include raising awareness, improving training, and fostering supportive work environments, underscoring the need for enhanced safety protocols and reporting systems.

Are We Truly Client-Centered? The Importance of Transgender Considerations in Occupational Therapy Curricula

Dedicated to treating every person as a whole person, occupational therapy practitioners are at the forefront of providing client-centered intervention across cultural and social barriers. This article advocates for integrating content related to transgender and gender-diverse (TGN) individuals into occupational therapy curricula. Research shows that a range of single activities in isolation are insufficient to prepare practitioners in the provision of equitable services for this population. To address this issue, it is essential to implement systemic changes in education to better reflect the diverse populations occupational therapy practitioners serve.

Safety Using Public Buses in Naturally Occurring Retirement Communities: An Exploratory Study in Two North American Cities.

Safe community mobility is critical to support aging-in-place. For older adults living in low-and moderate-income urban settings, driving may not be an option due to costs associated with car ownership or a lack of driving history. Some older adults retire from driving due to changes in their health. Public transportation is critical to support community engagement. However, little is known about transportation challenges in naturally occurring retirement communities (NORC). Therefore, the purpose of this ecological theory-informed study was to explore supports and limitations regarding safe public bus use in NORCs. A multiple qualitative case study design was used with purposive sampling of representative cases consisting of 4 bus routes in NORC neighborhoods. Field observations and in-depth semistructured interviews were conducted. Participants were: (a) age 60 and older, (b) English speaking, (c) ride the bus on average 2 or more times per month, (d) ambulatory with or without a walking aid, and (e) residents of 1 of the 4 NORC neighborhoods. A descriptive, thematic approach was used for data coding and analyses, and data were organized according to the framework method. Seventeen NORC residents were interviewed, and 45hr of field observations were conducted. Results revealed 4 major themes: impact on other people's behavior, obstructed passageways, older riders impact on their own safety, and space and time orientation. Several subthemes were also uncovered. Results suggest education and policy changes are needed to increase the safety of older adults who use public buses.

Fostering Educational Change at the Intersection of Macro-Level Institutional Narratives and Micro-Level Classroom Experiences

This study investigated the intersection between macro-level institutional narratives on plurilingualism and language education, and the increasingly complex linguistic repertoires that students bring to their school experience in South Tyrol (Italy). The paper first outlines the main specificities of this historically multilingual substate entity, and discusses how current educational guidelines celebrate linguistic diversity while failing to explicitly acknowledge the epistemic capacity of more recently settled minoritised language communities. Zooming in at micro-level classroom experiences, the paper then looks at the educational stances of one primary school teacher who took part in a participatory action research initiative aimed at the valorisation and mobilisation of students’ complex linguistic repertoires. Over two years, the initiative fostered collaboration among teachers and researchers to co-construct strategies aligned with the principles of pedagogical translanguaging. Through qualitative analysis of data generated through individual semi-structured interviews and a short reflective text, this paper shows how the selected teacher began to reconceptualise plurilingual education in more inclusive and equitable ways, i.e., supporting both institutional and non-dominant languages and legitimising the children’s diverse knowledge bases. By highlighting the role of teachers’ agency in challenging macro-level narratives from below, the study addresses the imbalances of power between institutionalised and non-institutionalised languages, and contributes to research framing plurilingual education as a socially engaged phenomenon in increasingly multilingual contexts.

Resonance as a Conceptual Lever for Transforming Educational Practices and Institutions

ABSTRACTThis article offers a preliminary analysis of how Hartmut Rosa's concept of resonance might meaningfully participate in the transformation of educational practices and institutions, through an exploration of its operational potential. The paper begins by briefly framing the issue of relational vs. individualized educational goals and addressing the complicated relationship between resonance and skill development. Two hypotheses that open up avenues for further research are then explored. The first hypothesis addressed the relationship between resonance theory and moral education through a confrontation with recent literature in education sciences on the development of responsibility, following the idea that, for educational policy to shift away from the skills approach that gels uncomfortably with resonance pedagogy, the latter would need to articulate its capacity to effectively promote a wide range of desirable outcomes beyond the theoretically indigenous aim of dispositional resonance. The second hypothesis posits two ways that resonance theory might affect decision‐making processes within educational institutions, examining the role that teachers might play in securing the institutional conditions of resonant pedagogical relationships and proposing a preliminary practical interpretation of Rosa's idea of a resonance compass. The paper closes with a short reflection on the practical distinction between resonance and responsiveness as conceptual levers for educational change, examining what sets resonance pedagogy apart from other relational approaches.

Difficulties of Virtual Learning Methods in Schools During COVID-19 Lockdown from the Perspective of Parents

Objective: The objective of the study is to investigate the difficulties experienced by the change to a virtual methodology applied in schools, from the parents' perspective, as a response to the confinement due to Covid-19, in order to recognize and assess difficult situations experienced. Theoretical framework: The difficult situations experienced at school and in the family are presented from the parents' perspective. The educational levels of the confined children are defined, the number of those who live at home is specified, the concern of the parents raised by the educational situation of the children at home and the difficulties experienced by the parents with the education of their children are qualified. Method: The study indicates the sociodemographic data and the difficulties arising from the methodological change to the virtual school environment, using the survey technique with an appropriate questionnaire as an instrument, which collected information from 1,390 parents with children at school. Results: Parents rated the lack of time to dedicate to the education of their children as the main difficulties (54%); the lack of support from educational centers (32.6%) and the use of technology (33.9%). Discussion: Implications and relationships of the study in relation to the recognition of the difficulties derived from the educational methodological change, projected from the possibility of reversing the adverse situations experienced by confinement, in a shared learning opportunity at school and in the family. Research Implications: The implications of the study are complementary to the benefits that the methodological change could bring to students and families, from the perspective of parents. The importance lies in prevention to avoid contagion in the school community and, by extension, in the online methodology that was presented as a new teaching and learning alternative. Originality/Value: The relevance and value of this research are evident in the participation and collaboration of the sample and in the results, which highlight the difficulties parents endured in supporting their children's education and how we must be prepared and alert to avoid falling into uncertainty, doubt, or anxiety.

Challenges and Priorities in Achieving the Sustainable Development Goals: A Multi‐Scaled Global Analysis

ABSTRACTThe existing literature widely addresses countries' specific challenges and priorities in achieving sustainable development goals (SDGs). However, these efforts mostly remain either global‐generalist or local‐narrower scales, containing a big gap for the studies holistically exploring the issue through geographic and economic scales in a global manner. Aiming to provide a contribution to bridging the gap, this study presents a holistic approach by conducting a multi‐scaled content analysis on voluntary national reviews (VNRs) of 188 countries, delivering comparative research on global, geographic, and economic challenges and priorities of their SDGs achievement. The prominent findings indicate that global and economic groups' challenges are clustered around poverty and crises, accounting for more than 60%, while the leading priorities include education, strong governance, and source protection within the same range. In all geographic classifications, over 50% of countries identify the challenges as crises, poverty, and climate change, and verbalize priorities as governance, source protection, education, and climate change. The findings advise policymakers to consider and prioritize geographical differences in SDGs analyses. While climate change is a common priority across all geographic and economic scales, policymakers should focus on strategies based on governance and local needs on a geographic scale rather than an economic one. For governments, lack of data and inadequate reporting initiatives are vital challenges in policymaking and international cooperation. These issues necessitate more effective monitoring of SDGs achievement processes and adaptation to local contexts.

Academic and technical obstacles to the shift to digital education in Saudi schools: teachers and experts’ views

ABSTRACT Digital platform use is critical as conventional education changes. This change offers accessibility, adaptability, and customized experiences, revolutionizing how people learn. With technology at its core, digital education breaks down barriers, supporting creative teaching approaches for a changing educational environment and accommodating a varied student body. The research purpose is to investigate the transition to digital education in Saudi schools, evaluating the impact on academic achievement, teaching methods, curricular alignment, infrastructure challenges, software quality, and perspectives among teachers and experts. The data were gathered from 476 participants through a questionnaire. The SPSS software is used to analyze the collected data. The research novelty lies in its comprehensive evaluation of the transition to digital education in Saudi schools, incorporating perspectives from both teachers and experts. The study investigating various challenges, including academic, technical, and experiential factors, offers a significant comprehension of the complexities connected with digital education adoption in Saudi Arabia. The study findings reveal the challenges in the transition to digital education in Saudi schools. While poor infrastructure and inadequate software hinder the shift, curricular misalignment and modifications in teaching methods are highlighted.

“What Do We Want Our Book to Look Like?”: Reimagining the Academic Writing Process Through Community‐Centered Composing

ABSTRACTThis study explores how a team of university and youth co‐researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community‐centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative writing, as we grappled with how to share our research with educators. We suggest how practitioners might draw on community‐centered composing to meaningfully involve youth writers as partners and reimagine academic writing in school as a relational, affective, and action‐oriented process.

Adult education in Greek municipalities during COVID-19 pandemic

&lt;p&gt;&lt;span&gt;State and local governments’ primary purpose is to provide services to their populations by shaping their social and economic life. Adult education is a good example of a public service that extends deeply into people’s everyday lives. It helps adults increase their social roles as employees, parents, and retiree, gain more fulfilment in their personal lives, and solve personal and community problems. The main research purpose of this paper is to investigate and describe adult education in Greek Municipalities during the COVID-19 pandemic, specifically in the Municipality of Piraeus. For this purpose, the research was conducted using the focus group research method. Two groups participated, the first consisting of four employees of the Center for Lifelong Learning of the Municipality of Piraeus and the second group of four adult learners representing the four courses held. The results of the survey show that the unprecedented situation of COVID-19, particularly affected adult education which had stopped for a while and then many courses were discontinued. The imperative to strengthen digital skills, the uncertainty of continuing education and the change of education as a result of the changing world were also identified.&lt;/span&gt;&lt;/p&gt;

Sustainable Educational Infrastructure: Professional Learning Communities as Catalysts for Lasting Inclusive Practices and Human Well-Being

This qualitative research examines how sustainable educational transformation emerges through teachers’ participation in enduring professional learning communities, with a specific focus on inclusive education practices. By investigating the intersection of educational sustainability and professional development, this study analyzed ten teacher communities comprising 156 educators who met regularly throughout the school year. The research revealed how sustainable professional networks create lasting institutional change through four critical stages of teacher transformation: initial resistance to inclusion, recognition of pedagogical misconceptions, development of non-judgmental professional discourse, and establishment of sustainable, inclusive practices. The communities functioned as a sustainable infrastructure that fostered both the environmental and social dimensions of educational development, enabling teachers to build lasting professional confidence and emotional resilience through integrated theoretical learning and practical application. This sustainable approach to professional development helped educators overcome initial resistance to individualized solutions and empowered them to adopt more responsive, inclusive classroom strategies. By creating supportive knowledge-sharing networks that extend beyond initial implementation, these professional communities demonstrated their capacity to generate lasting educational change. The findings illuminate how systematic, collaborative professional development can create sustainable educational frameworks that enhance both teacher growth and inclusive pedagogical approaches, contributing to the broader goals of sustainable educational development. This research offers insights into building sustainable professional learning environments that support long-term institutional change while advancing inclusive education practices.

Enhancing curriculum development: a comprehensive framework for undergraduate competencies

In the context of significant changes in higher education and the job market, there has been extensive discussion on what qualifies graduate competency and what shapes graduates’ labor market outcomes. Each university’s vision is to produce highly competitive and educated graduates with high competence and contribute to the country’s development. Graduate employability is a key issue for higher education. Ensuring their competency is vital in forming an educated graduate the industry is looking for. Their competency is honed based on the activities and curriculum of the program as embedded in the circular memorandum order (CMO) of each program. A descriptive research design was used and a questionnaire on structured institutionalized tracer instrument and CMO 17 s.2017 was adopted. Uses statistical treatment such as mean, frequency, percentages and t-tests. This study focuses to assess and evaluate the competency of our graduates in response to the needs of the industry and for curriculum enhancement. The results reveal that the bachelor of science in business administration (BSBA) graduate’s competency based on all the identified parameters was deemed "very effective" and useful in their respective workplace. Though the results highlighted research and extension as "very effective", their importance to employment shows that they are highly significant corresponding to the present trend. Despite all the training and exposure, the college provides them, still need improvement and commends to enhance the curriculum, improve instruction delivery, and upgrade graduate competencies.

Considering the role of behaviors in sustainability and climate change education.

At the heart of sustainability and climate change education discourse is the notion of student behavioral change, as an emphasized goal. The central positioning of behavior modification raises moral and ethical concerns, as well as concerns regarding the impacts on student well-being. In addressing these issues, this conceptual paper interrogates the role ascribed to student behavior in sustainability education and climate change education. Multiple lenses are applied to critique the behavioral modification approach. Finally, it is proposed to reframe the role of behavior and to conceptualize behavior as forming part of ethics education, where the focus shifts from assigning behavior an instrumental role to conceptualizing its intrinsic educational value.

Climate change and child wellbeing: a systematic evidence and gap map on impacts, mitigation, and adaptation.

We developed a systematic evidence and gap map (2014-24) to assess how climate change impacts, mitigation, and adaptation affect the wellbeing of children aged 0-18 years globally, and discussed findings with the Children in All Policies 2030 Youth Advisory Board. Health was the most researched child wellbeing domain (84%; 948 of 1127 studies), followed by education (15%; n=171), and food security and nutrition (14%; n=160). Research on children's agency and resilience, displacement, socioeconomic distress, and safety received less attention. Health research gaps included limited studies on vector-borne diseases, children's mental health beyond post-traumatic stress disorder, and health outcomes for children aged 5-18 years. Mitigation and adaptation research focused largely on educational (45%; 114 of 252 studies) and behavioural changes (31%; n=79), with gaps in the evaluation of financing, infrastructure, technology, clean energy, and policy actions. Youth advisory board members emphasised the importance of schools, social media, and intergenerational dialogue in driving climate action while protecting children's wellbeing.