Educational Change Research Articles

Advancing Indigenous primary health care research and education capacity: a qualitative study in Alberta, Canada

Background/Purpose The study explores the perspectives of family physicians in Alberta regarding Indigenous health research education within the framework of primary health care (PHC). Recognizing the key role of PHC in healthcare system, the research identified the preferences and needs of family physicians for relevant and accessible research skills education. To design effective research education, it is critical to understand the skills, content, and delivery methods desired by family physicians engaged in Indigenous health research. The Indigenous Primary Health Care and Policy Research (IPHCPR) Network is examined as a potential transformative platform aligned with Truth and Reconciliation Commission principles and Calls to Action. Methods Through purposive sampling, 12 family physicians practicing in Alberta were recruited to participate in semi-structured qualitative interviews . The study utilized a thematic content approach for data analysis. Results Four key themes emerged from the analysis: 1) Indigenous role modeling; 2) cohort-based learning; 3) relational learning; and 4) the epistemic importance of Indigenous perspectives on learning. Participants emphasized the need for mentorship, collaborative learning settings, and meaningful connections within a research network. Discussion The IPHCPR Network stands out as a pivotal platform for transformative change in healthcare research education, offering opportunities for family physicians, researchers, trainees, and communities to collaboratively improve Indigenous health outcomes. Through its inclusive practices, the network aligns with TRC principles to advance Indigenous health equity and addressing critical gaps in Indigenous primary health research and practice.

Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education

The emergence of Artificial Intelligence (AI) has brought about a significant change in higher education. It has led to the adoption of more digitally advanced and collaborative models. This paper examines the potential of AI in promoting dynamic virtual teamwork and improving the collective experience in the academic world. It discusses how AI tools can be integrated into various sectors of virtual teamwork, such as academic learning, group projects, communication, assessment, research collaboration, administrative efficiency, engagement strategies, and continuous feedback mechanisms. The paper provides a comprehensive analysis of AI's role in these areas, showing how AI can personalize learning, facilitate complex group tasks, streamline communication, and provide real-time feedback. Ultimately, this will prepare students for the challenges of the professional world and enhance educational efficacy. The paper evaluates the significance of AI in each sector, offering insights into how higher education institutions can use these technologies to create an environment that fosters advanced virtual collaboration. The paper argues that strategic integration of AI is crucial in equipping students with the necessary skills and competencies for the evolving digital landscape of the 21st century.

Forms of culture in the implementation of school reform efforts: A conceptual framework

Despite concerted efforts to improve educational practices through reform, classroom implementation remains a persistent challenge. This theoretical article draws on recent work in cultural sociology to offer a fresh perspective on this problem. It introduces a framework that differentiates between declarative, procedural, and public forms of culture, highlighting their unique mechanisms of internalization and enactment. This multidimensional understanding of culture reveals the cognitive challenges inherent in translating reform principles into classroom practices. More specifically, the article contends that the common assumptions of convertibility and transferability between these forms of culture underlie the limited success of many reform initiatives. By attending to the cognitive dimensions of cultural dynamics, the proposed framework opens new avenues for understanding and addressing the difficulties of educational change. This article concluded with an agenda for future research to test and refine the framework.

AI-Led Healthcare Leadership: Unveiling Nursing Trends and Pathways Ahead

Background: Artificial intelligence (AI) is transforming healthcare systems by improving operational efficiency, simplifying patient care procedures, and improving diagnostic accuracy. Artificial intelligence (AI) technologies, like machine learning and natural language processing, present previously unheard-of chances to quickly and accurately evaluate enormous volumes of healthcare data, assisting with clinical decision-making and enhancing patient outcomes. Aim thorough examination and analysis of artificial intelligence's impact on healthcare leadership, with a particular emphasis on present nursing trends and their implications for the future. The study tries to uncover the advantages, difficulties, and consequences of AI integration by looking at how AI technologies including clinical decision support systems, predictive analytics, robots, natural language processing, and telehealth are being used in nursing practice. Method: A comprehensive analysis including research articles published between 2015 and 2024 was carried out. To give a thorough overview of AI's present and future uses in healthcare, major themes and trends were found and summarized. Results: By stressing AI's role in improving diagnostic accuracy and patient outcomes, the study highlights the technology's major contributions to drug discovery, virtual patient care, and medical imaging. Human-centered design concerns, the necessity of educational changes, and ethical challenges surrounding the application of AI surfaced as crucial topics needing attention. Conclusion: AI has enormous potential to transform healthcare by enhancing operational effectiveness, optimizing the delivery of care, and increasing diagnostic precision. Still, ethical issues must be resolved, interdisciplinary cooperation must be promoted, and educational frameworks must be improved in order to provide healthcare workers with the necessary AI skills.

Online language teaching in times of change: a CALL to action for language teachers and educators

Abstract Change, whether slowly developing over decades or rapid change caused by worldwide crises, affects education and educators profoundly. This article argues for a change in language teacher education embracing the changing world of online communication, and emphasising the epistemological awareness language teachers need to bring to the online classroom. Based on Computer-Assisted Language Learning (CALL) research and best practice examples from across the world, the paper outlines past changes, contextualises online language teaching in the wider area of online communication and describes progress in practice, theory and epistemological understanding of online teaching. It culminates in a series of evidence-based suggestions for future training and education of language teachers that will integrate adequate pedagogy and an enhanced epistemological understanding.

Preparation of future natural science teachers for the use of digital educational resources during teaching

The article examines the complex aspects of training future teachers of natural sciences to use digital educational resources in the educational process, which is an actual topic of modern pedagogy. Development of pedagogical knowledge, as well as cooperation with scientific institutions and scientists are key components of successful training. The article examines in detail the support of teachers from scientists, the integration of science with other disciplines, and the formation of a positive attitude toward science among students. The importance of the development of scientific thinking, the creation of educational materials, the use of digital educational resources, the formation of professional qualities and the use of an interdisciplinary approach for the training of future teachers of natural sciences is emphasized. The main challenges, such as technological barriers and insufficient funding, which can prevent the use of digital educational resources in the educational process, are highlighted. An important aspect is also professional development and support for innovation in education, which allows teachers to constantly improve their knowledge and skills using the latest technologies and methods. Thus, the preparation of future teachers of natural sciences to use digital educational resources is a multifaceted process that includes the development of pedagogical knowledge, support of scientists, integration of science with other disciplines, development of professional qualities and use of modern technologies. Providing teachers with the necessary support and resources contributes to the successful implementation of these approaches, increasing the quality of education and student interest in natural disciplines. The importance of the participation of scientists in the development of educational programs that integrate various scientific disciplines and emphasize the practical application of knowledge is emphasized. Restructuring of primary and secondary school curricula, as well as optimal professional development formats, are important aspects of improving the quality of teaching. Evaluation of educational programs shows the need for changes in content education and pedagogy. The support of teachers from scientists, the integration of science with other disciplines and the formation of a positive attitude towards science among students are considered. The development of competencies, including scientific thinking, the creation of teaching materials, the use of digital resources and an interdisciplinary approach, are key to the preparation of future teachers. Challenges, such as technological barriers and insufficient funding, are discussed, as well as prospects for improving skills and supporting innovation in education. The article provides a comprehensive overview of the preparation of future natural science teachers to use digital educational resources and highlights important aspects of this process with an emphasis on teacher support and development of their competencies

Problems and prospects of hybrid learning in higher education

ABSTRACT This study was initiated at a time of unprecedented uncertainty, as lecturers and educational institutions across the world tried to manage the move to online education as a result of the global COVID-19 pandemic. It started with lecturers’ perspectives of their performance during that time to identify innovative teaching strategies beyond the priority of emergency teaching. The main goal was to identify the occurrence of more permanent changes in Higher Education after the pandemic. The research was based on a qualitative approach where faculty members were interviewed about their activities before, during and after lockdown periods. Data collected was analysed with the help of an algorithm based on Artificial Intelligence. Ultimately, it was possible to gather and evaluate practical solutions related to hybrid learning in Europe, Australia, and New Zealand, leading to recommendations for stakeholders in Higher Education.

Impact of natural disasters on educational attainment in India: a panel data analysis

Natural disasters are known to adversely affect welfare, especially education. This can lead to a loss in human capital, reducing future growth and development. We use data from two of the latest rounds of the India Human Development Survey (IHDS) and employ a panel difference in difference regression model with continuous treatment fixed effects at the individual level. This allows us to examine the impact of natural disasters on education outcomes between 2004-05 and 2011-12 at the individual level. Our estimates improve upon all earlier studies on this theme that have relied on cross-section or pseudo-panel data at the district level. We provide first estimates of the impact of natural disasters on educational attainment disaggregated by social (including caste, religion, and gender) and economic groups (consumption quintiles). Natural disasters significantly and negatively affected education for women and three Consumption Quintiles (including those below poverty), Other Backward Castes, Scheduled Castes, Muslims, and other Minorities. We also find that the number of household assets, the number of children in the household, school fees, school type, Confidence intensity, health insurance, and life insurance influence educational years. Our results have significant implications in the context of quality education (SDG 4), gender equality (SDG 5), reduced inequalities (SDG 10), and climate change (SDG 13). The study evaluates the impact of the rising incidence of climate extremes vis-a-vis natural disasters as external shocks on educational outcomes. Educational attainment is directly linked to earnings and is well-established in the literature. We thus believe the negative impact of natural disasters on educational attainment, especially for the marginalized, may have long-term disruptive effects beyond immediate losses and may last through generations.

An Experimental Study of Flipped Classroom to Enhance Students' Basketball Teaching Design Ability

This study takes the teaching innovation of compulsory basketball courses as the research object in the context of teaching innovation of information technology in physical education disciplines in Chinese higher education. It adopts the method of using literature, action research and mathematical statistics. An experimental study was conducted on the application of the offline combined with online group flipped classroom teaching model in the basketball major compulsory course to explore the impact of the model on improving students' basketball instructional design ability. The experiment shows that the post-test t-test result of instructional design ability is -32.217 with a p-value of 0.000, and the experimental group is significantly better than the control group in terms of instructional design ability. It is concluded that the application of offline combined with online group flipped classroom teaching model can very significantly improve students' basketball instructional design ability. The aim is to construct a scientific and feasible teaching practice model for the teaching innovation of physical education courses, and to promote the educational quality change and teaching innovation of physical education professional courses.

‘Good Rain Nurtures Things Silently’: A Longitudinal Study of EFL Teacher Emotion and Identity Learning in Curriculum Reform

ABSTRACTIdentity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1‐year journeys of four Chinese EFL teachers during a tertiary EFL curriculum reform that focused on ideological and political education. The Dynamic Systems Model of Role Identity was utilised to understand identity learning. By drawing on interviews, documents and observations, we collected rich data and analysed four types of identity learning along a continuum from fake learning to transformation, mediated by teacher emotion. A multiplicity of emotions acted as indicators and potential catalysts for identity learning. However, an overly demanding context might lead to a retrogressive identity learning trajectory. The integration of ideological and political education in foreign language education was also discussed.

Integrating Autonomous Learning in University Teaching for Students

Abstract: Autonomy not only plays an integral part in helping students gain academic success when pursuing tertiary education but also boosts the quality of education to meet high demands in society. Another important advantage of autonomy is that it can be a ground preparation to foster students' higher learning. From real social situations and educational changes, this paper summarizes some factors influencing autonomy and some ways to integrate learners' autonomy in teaching in order to help students succeed in their learning process.

Institutional change of the Colombian army 2012–2021

ABSTRACT Military transformations occur reactively in response to changes in environmental conditions and conflicts. Likewise, military transformations show a tendency to copy the best practices of the most powerful forces and of organizations like North Atlantic Treaty Organization (NATO). However, little is known about the effect of a proactive planning strategy on the transformation process. This article raises the theoretical debate on the institutional change of the Colombian Army, presenting evidence that allows us to define whether it has been carried out in a reactive, evolutionary way or with a design-based approach which would lead to the development of institutional work through the modification of the factors of military capabilities. The main result shows the presence of institutional work to generate disruptions in the Army. Particularly when altering the doctrine, changes in education and training are triggered, which allows the organizational structure to be redesigned to adopt new practices. However, limitations in the acquisition and deployment of new technologies and infrastructure inhibit institutional change and organizational transformation.

CHANGES IN CHINESE CULTURE AND EDUCATION AFTER THE POLICY OF "OPENNESS AND REFORM"

CHANGES IN CHINESE CULTURE AND EDUCATION AFTER THE POLICY OF "OPENNESS AND REFORM"

Re-thinking inclusivity in music learning: The implications of multiple Ghanaian languages in Western-leaning music theory

This study explores the feasibility of incorporating Ghanaian languages into music theory and composition curricula that are mostly focused on Western traditions. It recognises the benefits and challenges associated with this endeavour. The study utilises a mixed-methods approach, acknowledging the necessity of incorporating both qualitative and quantitative data to comprehensively evaluate the various ramifications of this educational change. This approach enables a comprehensive comprehension of the cultural and cognitive effects, as well as the practical aspects of implementation. Integrating Ghanaian languages into the curriculum can improve cultural significance and student involvement, but research indicates that it should be done with care. The potential adverse impacts on standardised musical terminology and international communication necessitate thoughtful deliberation, promoting gradual incorporation rather than a total departure from English. Additional research is essential to investigate obstacles and devise efficient techniques for integrating Ghanaian languages into existing musical structures without compromising them. This study emphasises the necessity of adopting a well-rounded strategy that promotes the gradual incorporation of Ghanaian languages into music education, while still preserving the advantages of the existing English-based system.

Decolonialisation of education: the pre-service teacher turn

ABSTRACT Utilising the critically conscious teacher preparation framework and social constructivism, this qualitative case study conducted in 2021 set out to explore how pre-service teachers make the turn towards decolonialisation of education. The research site was a large South African contact-based, research-intensive university situated in the Gauteng province. Data comprised a mix of an online survey and semi-structured interviews. Forty-one pre-service teachers responded to the survey. Twelve pre-service teachers were interviewed. Inductive thematic analysis was used to analyse the data. Findings reveal that pre-service teachers held divergent and nuanced conceptions of decolonialisation of education which seeped into their practice. Pre-service teachers are constituted of multiple identities. Changes in beliefs, values, attitudes and mindsets are prerequisites for meaningful educational change. A glimmer of hope surfaced from the few pre-service teachers who ‘turned towards’ becoming transformative intellectuals and agents of change as they navigated through the road less travelled: the inclusive agentic route.

Climate change and sustainability teaching in UK medical education – a national audit

Climate change and sustainability teaching in UK medical education – a national audit

Mapping the terrain of global research trajectory of international doctoral students: a bibliometric review

ABSTRACT Significant changes in global doctoral education have occurred in recent decades. Many countries have adopted strategies to intensify and expand their doctoral education. Meanwhile, the number of doctoral students globally has increased, with a notable surge in the enrollment of international doctoral students (IDS). Previous studies have investigated IDS-related issues such as students’ motivations, learning experiences, and post-graduate development; yet a comprehensive review of the existing literature on IDS is lacking. This study reviews the IDS literature since the year 2000, aiming to unveil the landscape of contemporary IDS research within a fast-changing context of global doctoral education. Using bibliometric analysis and data retrieved from Web of Science, we examine trends in IDS publications, key authors, influential journals, geographic distribution by countries and institutions, and significant research themes within IDS studies. The concept of asymmetry is used to interpret the findings, which contribute to a critical understanding of the current landscape of IDS research. The findings serve as valuable references for examining the dynamic and changing context of IDS research, providing valuable insights for future studies.

The situatedness of hybrid practitioner agency in the internationalisation of Japanese higher education and the necessity of transversal policy enactors

ABSTRACT This study explored a contemporary period of Japanese higher education policy planning that adopted internationalisation of higher education as a metanarrative for sociocultural change in Japan. These wider societal pressures have over a period of time contributed to increasing institutional resistance to top-down policy initiatives. Further, these pressures have limited spaces for professional collegiality to develop. As a result, there is an increased importance for the development of individual practitioner agency that can contribute to the interpretation and translation of national policy planning goals. Document analysis in conjunction with qualitative interviews were operationalised with faculty membership of the same university in Japan to explore how situated performative action hold significant conceptual importance to understanding resistance, or enactment, to educational change. In particular, the study revealed the spatial dispositioning of teaching practitioners reflective of language policy planning experiences. These experiences were multifaceted and did not represent benign motivations on behalf of these individuals. To overcome these tendencies, this study identified hybrid practitioners who understand and demonstrate policy, administrative and teaching/researcher expertise as a necessary language policy plannning component of modern higher education institutions. The hybrid practitioner model is an important component of carrying forward the policy planning objectives of modern higher education organisations.

Principals’ Use of Leadership Metaphors in Three Urban Junior High Schools in Taiwan

Principals utilize leadership metaphors to guide teachers in implementing educational, curriculum, and institutional/structural change. This study explores how principals employ metaphors to drive school change and presents a two-year qualitative case study of three urban junior high schools in Taiwan. During the first year, the researcher observed and participated in school meetings, collecting documents and data from the perspectives of principals, teachers, and parents. In the subsequent year, in-depth interviews were conducted with three principals. The findings demonstrate that principals who incorporate metaphors into their collective sense-making processes in leadership can facilitate social change and foster innovation in education.

EP403 - Departmental Engagement in NELA AUDIT and Royal College Standards of Risk Assessment

Abstract Aims A review of Theatre cases to assess compliance with the ‘National Emergency Laparotomy Audit’ (NELA) and associated guidelines. This study aims to review and ensure eligible NELA patients are being recognised. Further objectives are to verify if NELA scores are calculated and documented by an ST3+ and, in addition, if frailty is assessed as per Royal College and NELA Standards. Methods Data was retrospectively collected. Using ‘Epic’ EPR, all theatres from 01/05/23 - 01/12/23 were filtered for Emergency Laparotomy. These cases were manually reviewed for eligibility in NELA. 101 eligible cases were investigated to assess: documentation of NELA / Ppossum, grade of documenting Doctor, and frailty assessments / referrals. Results 39.6% of the sample had a NELA Score documented. While even fewer at 24.8% had NELA score documented correctly by an ST3+. While 61.4% of cases had a Ppossum Score documented, only 32.7% had both NELA & Ppossum Documented. As per NELA and National Guidelines, only 38.6% of patients 65+ received appropriate assessments of frailty. Conclusion National Targets for the identification of NELA patients, risk assessments and frailty assessments when appropriate are not being met. Ultimately, this presents with increased risks to patients while also reducing the data set size from which national governing bodies can produce future improvements in surgical health care. Moreover, poor engagement with National Guidelines has negative implications for departmental funding. There is a large space for improvement through education and procedural change across multiple sites with subsequent follow up reaudit.