Educational Change Research Articles

The system of educating teachers of preschool and early school education and the possibilities of teacher training in the future (or in current conditions) in Poland

This article considers how insights from psychology and educational research can contribute to enhancing teacher training. Developments in early childhood pedagogy encourage changes in the way future educators are trained. This article discusses concepts of education in pedagogical studies and the competences that are required of the future teacher. Individualization of the teaching process requires curriculum modifications, innovative ideas, creating proprietary curriculum. The article is a search/or review based on the teacher training literature for answers on how to train future teachers to be flexible, reflective, decisive and innovative. How can teachers be supported in a way so that teachers can help themselves to be teachers?

Výuka geověd včera, dnes a zítra – reflexe učitelů a žáků

This article focuses on the historical development, current state, and future perspectives of geology education in the Czech Republic. The theoretical part of the article presents analysis of the evolution of the geology curriculum and its position within the Czech educational system. It highlights significant personalities and events in geological sciences and describes the changes in geology education since the 18th century to the present. The empirical part of the article employs qualitative research through focus group interviews to reflect on current approaches to geology education in lower secondary schools (ISCED 2). The respondents included ninth-grade students from primary schools, teacher education students at the Faculty of Science of Charles University, and science teachers. Based on their statements, SWOT analyses were created to identify the strengths, weaknesses, opportunities, and threats associated with geology education. Strengths include practical field exercises and field trips that provide students a direct contact with geological materials and demonstrate interdisciplinary connections between geology, chemistry, physics, and geography. Weaknesses involve low student interest, lack of teaching aids, and the complexity of integrating geology into other subjects. Threats include low teacher motivation and inadequate resources in school natural science collections, while opportunities lie in tandem teaching and collaboration with research and educational institutions. The article emphasizes the need to strengthen interdisciplinary connections, increase teacher support and motivation through further education, and improve school collection. Emphasis is also placed on popularizing geology to make it more attractive not only to students but also to the broader public. Overall, it is essential for geology education to respond to current challenges and trends, thus contributing to the formation of comprehensive scientific education that will inspire students to further study and interest in natural sciences.

Полиинтенциональность образовательного интернет-пространства (на материале англоязычных TED Talks)

The article provides a comprehensive analysis of the issue of intentionality in the educational Internet space and introduces the concept of “polyintentionality” as a specific characteristic of TED Talks media discourse. The aim of the article is to analyze the diversity of communicative intentions embedded in the content of educational media texts of TED Talks, including the analysis of the context types, communicative mechanisms and linguistic means that contribute to the achievement of different goals within a single speech. The authors introduce the concept of “polyintentionality” as a specific characteristic of TED Talks media discourse, distinguishing macrointentionality, which includes general goals and intentions of communicative acts, and microintentionality, which takes into account detailed intents in specific utterances. The paper pays attention to the general theoretical aspects that define ‘intention’ as an essential element shaping the speaker’s goals and motivation. The authors emphasize that video lectures on the TED platform, are characterized by heterogeneous intentionality of a complex nature. The authors distinguish four leading macrointentions in TED Talks texts: informing, persuading, inducing, inspiring and entertaining, each of which is realized through a variety of microintentions and linguistic means, both verbal and non-verbal. Based on a quantitative analysis of the verbal and non-verbal means used by TED speakers, the authors conclude that the discourse of TED Talks is polyintentional, with the predominance of the macrointention of informing. The authors note that the principle of polyintentionality underlying TED Talks allows speakers to effectively convey their ideas to the audience, motivate listeners and emphasize the importance of changes in life and education.

Building Resilient Communities: Financial Inclusion as a Pillar of Sustainable Education (SDG 4)

"Financial inclusion and sustainable education are closely linked, especially in achieving SDG 4. The introduction highlights how financial inclusion can empower communities and promote inclusive education. It emphasizes universal access to affordable financial services as a catalyst for social mobility and economic empowerment. The role of financial inclusion as a pillar of sustainable education is then examined, highlighting its contribution to access, lifelong learning, educational infrastructure, financial literacy, and the empowerment of marginalized groups. Challenges related to SDG 4 and financial inclusion are discussed, including the digital divide, quality of education, financial literacy, inequality, and climate change. Opportunities at the intersection of SDG 4 and financial inclusion are identified, such as technological innovations, public-private partnerships, financial education integration, inclusive financing models, data analytics, empowerment of marginalized groups, and capacity building. Finally, the findings underscore the importance of integrating financial inclusion initiatives into education policies and programs to build resilient communities and promote inclusive and equitable education. The paper concludes by emphasizing the transformative potential of financial inclusion in fostering sustainable development and lasting progress for all."

Prioritising the Mental Health of Psychiatric Trainees across Europe

This first special issue of the International Journal of Psychiatric Trainees (previously named European Journal of Psychiatric Trainees) features four articles based on posters presented at the 31st Forum of the European Federation of Psychiatric Trainees in Zurich. Focusing on mental health challenges faced by psychiatric trainees across Europe – including key themes such as burnout, depression, and the impact of patient suicide – this special issue highlights the need for systematic support programs, improved awareness and utilisation of mental health resources, and structural changes in medical education. By considering these matters, the Journal supports discussion and action towards improving the mental health of psychiatric trainees worldwide.

Education and Social Change on How Education Used to Be and How It Is Today

Education today is very important for technological and human progress, even education is the main key to finding work, because the more advanced the development of technology, what makes people have to be more diligent to improve education, education will be used forever. Even now, the government has facilitated a lot of young people to be more interested in pursuing education, unlike in the past, only the children of the rich can afford education. Therefore, as a young generation, we must be more enthusiastic about education. The formulation of the problem is (1) How was education in the past with today's (2) What is the difference between the situation in the past and today. This study uses a qualitative method by approaching the community of teachers and parents which aims to obtain information about how opinions and ways of responding to the differences in education in the past and education are today. By looking for information about the differences in education, we will find out how to learn well so that children are able to follow education according to the times. This study aims to find out how the development of education in the past and today is and to find out what the differences are in the situation in the past and today. The findings of the research that have been carried out are that there are very many differences between the past and present, both in the situation and in the teaching and learning process. The supporting factors are (a) with changes every year that make it easier for teachers and students to be able to access material from various sources (b) there is support from teachers and parents who make children more enthusiastic about learning. The inhibiting factors are (a) a change in the curriculum (b) a lack of parental knowledge in keeping up with the times.

Education and Social Change on the Use of Online Learning Media

The more sophisticated technology is today, the learning process can also become more sophisticated with the internet that can be accessed anytime and anywhere to help facilitate humans, especially the world of education because with the existence of sophisticated technology even though the distance is far apart, you can still do learning by using google meet, zoom and others. So it is not surprising that young children have been given gadjed because almost all learning is accessed using gadjed. The formulation of the problem is (1) How is the role of parents and teachers in the use of online media (2) What are the obstacles faced in online media learning. This research uses qualitative methods with a direct approach to parents and teachers, to find out how the role of parents and teachers to supervise children in the use of online media. So that children are not wrong in using online media. This research aims to find out how the role of parents and teachers in the use of online media and to find out what are the obstacles faced in online media learning. The obstacles are (1) Unstable internet connections are still not active in remote pockets (2) Inadequate Facilities and Infrastructure Technology support devices are clearly expensive (3) Lack of budget because the welfare of students and teachers is rather far from expectations, costs can also be considered problematic (4) Very limited technological information from students and teachers.

Physical Activity and Sedentary Behaviors Trends Among Black High School Students, 2009–2019

ABSTRACT Purpose: Physical inactivity and sedentary behaviors are key contributors to the rising rates of childhood obesity. Though many adolescents are aware of the benefits of exercise, youth in America are not sufficiently active. This study examined changes in physical activity (PA), physical education (PE), and sedentary behaviors among Black adolescents. Methods: Pooled data from Black high school students (n = 2,233) who completed the Youth Risk Behavior Survey (YRBS) from 2009–2019 in Broward County, Florida, were analyzed. Logistic and linear regression models examined trends in selected physical activity indicators. Results: There were no significant changes in recommended physical activity levels (p = .829), daily physical activity (p = .44), PE class attendance (p = .054), or the average number of days of PA engagement (p = .304) for this time period. However, there was a significant decline in daily PE class attendance, the average number of days of PE attendance, and excessive television watching (p < .001). There were also increases in excessive video gaming and computer usage (p = .002). Conclusion: Adolescents’ physical activity behaviors have not declined substantially over the past decade. However, sedentary behaviors, such as computer use and video gaming, have markedly increased. Results presented here should assist in broadening the understanding of Black adolescents’ views on weight and physical activity and developing local programs and interventions to promote regular physical activity aimed at this population.

Enacting a new physical education curriculum: a collaborative investigation

ABSTRACT Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers’ teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers’ Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers’ experiences of the enactment were influenced by perceived gender biases. We argue that teachers’ beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers’ experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

The article examines the psychological characteristics of children of primary school age. It substantiates the importance of considering the developmental characteristics of younger schoolchildren in the educational process of primary school. The research shows that this period is crucial for the formation of moral values, active personality development, cognitive processes, and emotional resilience. The factors influencing the development of primary school-aged children are highlighted, including genetic characteristics, health status, social situation, environment, and the organization of the educational process. The instability of these factors necessitates further research and development to account for changes in modern education. Key words: primary school age, psychological characteristics of children, child development features, primary school, primary school-aged children.

Enhancing surgical internship experiences: The potential of a supporting digital curriculum

BackgroundCentralization of care jeopardizes interns' learning experiences and necessitates educational changes. Here we present the development and evaluation of a structured digital curriculum, offered in addition to the clinical internship, to address these challenges. MethodsThe structured digital curriculum was implemented in a the VUmc/Amsterdam UMC surgical internship program in the Netherlands. The curriculum used a modular format built around a skill or clinical condition. Each module included background information, digital elements like e-learnings and interactive vlogs, and self-assessments. From April 1st to June 30th, 2022, we conducted a mixed-methods evaluation comparing interns' experiences between the conventional and digital curriculum through surveys and interviews. ResultsThirty-nine interns (28.1 %) completed the survey, 17 (24.2 %) from the traditional curriculum and 22 (31.9 %) from the structured blended curriculum. Results from the interviews triangulated and complemented survey results. Interns appreciated both curricula (course marks 7.4 ± 2.0 vs. 8.1 ± 1.1, P = 0.207). The intervention cohort specifically appreciated the structured and comprehensive presentation of available study materials, which resulted in a sense of empowerment. ConclusionsIntegrating a structured digital curriculum to support clinical internships provides interns with comprehensive, readily accessible knowledge, refines their understanding of clinical topics, and results in feelings of empowerment. The combination of clinical and digital education ensures adequate exposure to subjects vital for future doctors, even if clinical exposure is limited. Thus, using a structured digital curriculum prepares the intern and helps the internship program to adequately navigate future medical challenges. Key messageCentralization of care jeopardizes interns' learning experiences and necessitates educational changes. A structured digital curriculum can empower interns in this scenario by providing readily accessible knowledge which refines their understanding of clinical topics.

How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective

Evidence-informed change (EIC) has gained attention recently because it is seen as a lever to enhance the effectiveness and sustainability of educational change. Important questions are: how is EIC conceptualized, what counts as evidence, and what factors can support EIC in practice? Because of the complexity of EIC, we aimed to understand these factors from a systems perspective. Different parts of the educational system (e.g. policy, practice of teachers’ and school leaders, research) are interrelated and need to be aligned for effective and sustainable change. Based on our scoping review we propose a model that conceptualizes EIC, identifies and defines different sources of evidence, and discusses influencing factors describing a system's readiness and capacity for EIC. Our results are an important step forward in understanding and supporting EIC in practice and developing targeted policy. This article also defines a common ground for future research, bringing together insights in an integrated framework of evidence-informed change.

The effectiveness of distance continuing medical education in postgraduate training of medical workers

Due to the changes in postgraduate education of medical professionals, distance learning is of great importance, which has recently become popular and significant. The aim of the study is to increase the effectiveness of postgraduate education through the widespread introduction of distance learning as an important stage of continuing medical education (CME).

The Model of Ethnopedagogical Training of Students of a Pedagogical University

The ethnopedagogic orientation of education and upbringing is one of the main ones in the modern educational policy of the Republic of Kazakhstan. This is stated in the platform of the state policy of the Republic of Kazakhstan on socio-cultural development, that special attention is paid to the specifics of the culture of all peoples living in the republic, and that any culture is a unique, incomparable asset, and that a certain population fully presents itself to the world. Therefore, today the university offers conditionally three stages in order to reorient the ethnopedagogic system of education and upbringing. This program contains the content of ethnopedagogic education — a scientifically based system of students’ knowledge, attitude of responsibility to national history, language, culture, traditions, on the basis of which a model of the research problem is proposed through a systematic analysis of structural and substantive changes in ethnopedagogic education and upbringing of students. On the basis of the proposed model, the works of research scientists in the organization of the educational process were analyzed, the pedagogical possibilities of the ethnopedagogic heritage were taken into account, along with theoretical and methodological justification, a meaningful analysis of methodological manuals and educational programs operating in the pedagogical process was carried out in the development of scientific and methodological recommendations.

What to consider at the development of educational programs and courses about next-generation cyber-physical systems?

Abstract We live in an age in which new things are emerging faster that their deep understanding. This statement in particularly applies to doing research and educating university students concerning next generation cyber-physical systems (NG-CPSs). The fast evolution of this system paradigm would have expected a rapid and comprehensive paradigmatic change in research and education concerning this family of systems. However, this has not happened yet. Seeking for a sufficing explanation, this paper reviews the current literature and makes an attempt to cast light on the most significant recent developments in the field of NG-CPSs. The main assumptions of the authors are that research and education should appear in harmony in academic knowledge acquisition and distribution processes, and that academic education of NG-CPSs should be organized and conducted according to a defendable future vision. Combining the results of a broadly-based study of the literature with prognostic critical thinking and personal experiences, this review-based position paper first discusses the current socio-techno-scientific environment, the involved stakeholders, and the demands and two approaches of truly systems-oriented education. Then, it concentrates on the recognized limitations of mono- and interdisciplinary research, and on supradisciplinary approach and transdisciplinary knowledge generation for NG-CPSs. As main contributions, the paper (i) identifies and analyzes the latest theoretical, engineering, and technological developments, (ii) reveals the major trends and their presumably significant implications, (iii) presents a number of thought-provoking findings and makes propositions about the desirable actions.

Exploring the attitude and use of GenAI-image among art and design college students based on TAM and SDT

ABSTRACT The rapid development of generative artificial intelligence image technology has a tremendous impact on the art and design field and will cause great changes in art and design education. Considering the interrelationships between students’ intentions and motivations, this study combines the technology acceptance model with self-determination theory and also considers the possible risks associated with the new technology to construct an integrated theoretical model, aiming to explore the acceptance of GenAI-image among art and design college students. In this study, 308 questionnaires were collected using the questionnaire method and structural equation modeling. The results showed that art and design college students have distinct professional characteristics, and they are more concerned about the originality and privacy of their work than about the replacement of the future jobs. Additionally, they are more likely to use GenAI-image as an effective tool to enhance their creations, and their acceptance of the technology increases when it is capable of connecting other learners with the same objectives. But the power of the technology may also increase their concerns about job substitution and the privacy of originality.

Post-compulsory schooling of youth in Turkey: a case of pro-cyclical enrollment

PurposeThis study investigates the effect of business cycles on school enrollment in Turkey. During recessions, school enrollment might increase as opportunity cost of schooling declines, yet it might also decrease because of reduced income households have for education. Which effect dominates depends on the context. We empirically explore this in a context displaying canonical features of developing countries.Design/methodology/approachUsing the Turkish Household Labor Force Survey data for a period covering the Great Recession, we estimate the effect of unemployment rate separately for enrollments in general and vocational high schools and in undergraduate programs. To understand the cyclicality, we use a probit model with the regional and time variations in unemployment rates. We also build a simple theoretical model of work-schooling choice to interpret the findings.FindingsWe find that the likelihood of enrolling in general high schools and undergraduate programs declines with higher adult unemployment rates, but the likelihood of enrollment in vocational high schools increases. Confronting these empirical findings with the theoretical model suggests that the major factor in enrollment cyclicality in Turkey is how parental resources allocated to education change during recessions by schooling type.Originality/valueOur finding of pro-cyclical enrollment in academically oriented programs is in contrast with counter-cyclicality documented for similar programs in developed countries, which highlights the importance of income related factors in developing-country contexts. Our heterogeneous findings for general and vocational high schools are also novel.

The introduction of a software application intended for quality work in four Swedish preschools

AbstractThis study explores practitioners’ beliefs and experiences of education, socialisation and care and their impact on the introduction of a software application for quality work in early childhood education. Based on field notes, audio recordings and follow-up semi-structured interviews in four Swedish preschools, it explores how teachers’ beliefs and experiences frame and are framed by the introduction of a software application by an EdTech company. The findings show that preschool teachers perceived the software as disruptive to their established beliefs and practices, despite efforts to align it with the preschool curriculum’s goals. It also highlights the challenges that practitioners faced in understanding and implementing the software, the importance of peer discussions and time for reflection. The study’s conclusions emphasise the importance of a thorough introduction, peer support and opportunities for reflection when introducing software in preschool settings. It also stresses the need to align software implementation with practitioners’ beliefs and experiences to facilitate a successful adoption. In addition, the study highlights the role of ongoing professional development in managing technological change in early childhood education.

Analysis of the Covid-19 pandemic on preferences of transport modes

The Covid-19 pandemic has affected the entire world and changed many aspects of daily life, including transportation behaviour and preferences. This study examines the situation of transportation behaviour and preferences before and after the Covid-19 pandemic process through a survey study. A total of 471 people participated in the survey, and 30 questions were posed to participants regarding transportation modes preference, daily usage habits, public transportation usage rate, income status, perceived risk level of transportation systems, preferences before and after the pandemic process, and more. The answers were classified, evaluated and statistically analysed. The results showed that users were significantly affected by the Covid-19 process and changed their transportation mode preferences. The use of buses in urban journeys decreased, and the use of private vehicles significantly increased after the Covid-19 process. Hygiene was the key factor in travel, followed by the vehicle occupancy rate, ventilation, fare and travel time factors. The perceived risk levels of public transportation systems were ranked as metrobus, minibus (paratransit), bus, metro, tram and ferry. The study suggests that future transportation system designs should consider user preferences, as well as changes in education and working conditions, and pandemic conditions.

Scholarly Impact of Quality Improvement Reports in Neonatology

Objective Neonatology quality improvement (QI) projects can improve the safety and value of health care, but the scholarly impact of published QI projects is unclear. We measured scholarly citation and media attention garnered by published neonatology QI projects and analyzed project or publication characteristics associated with increased impact metrics. Study Design We identified publications between 2016 and 2019 using mapping review methodology. We correlated project characteristics with measures of scholarly citation in Scopus and Google Scholar, and media attention as measured by Altmetrics. We collected Citation and Altmetric data in 2023. Results The search identified 148 eligible articles, with a median citation count of 7 based on Scopus (or 12, based on Google Scholar) and a median Altmetric score of 2. Notably, 66% of articles published in a journal with an Impact Factor (IF) had more citations per year than would be expected from the IF value. Higher scientific citations were associated with articles reporting process and cost outcomes; implementing interventions that addressed family education or organizational change; and using regression analysis. Higher media attention was associated with multicenter projects, longer intervention periods, and projects scoring higher on the Quality Improvement Minimum Quality Criteria Set (QI-MQCS) rubric. Conclusion Published neonatology QI projects are well cited in subsequent scientific publications, with the choice of project outcome, interventions, and analytic strategy influencing citation metrics. Adherence to QI-MQCS guidelines was favorably associated with media attention, but not with scholarly citations. Key Points