Changing Landscape Of Education Research Articles

E-Learning Impact on Higher Education Institutions during COVID-19 Pandemic: A Bibliometric Analysis

The COVID-19 pandemic forced a rapid shift to online learning in higher education. To understand this evolving field better, this study employed a powerful technique called bibliometrics. Researchers analyzed scholarly publications between 2020 and 2023 in Web of Science, focusing on keywords related to e-learning, universities, and the pandemic's impact. This data-driven approach provided a more comprehensive picture than traditional reviews, revealing connections between research topics, researchers, and specific studies. Furthermore, the VOSviewer tool was employed to identify frequently co-occurring keywords, thus uncovering the major themes within the research. This analysis of keyword co-occurrence allowed the study to pinpoint key trends and areas of focus in e-learning for higher education institutions. Ultimately, this research offers valuable insights for researchers, educators, and policymakers navigating the changing educational landscape and the future of e-learning in higher education.

Exploring Teaching Strategies Used by University Instructors to Enhance Student Engagement in Academic Subjects

This study explored the diverse strategies employed by university instructors, highlighting the need for adaptive teaching strategies consistent with constructivist theories to enhance student engagement in academic subjects. Because of the changing educational landscape, university instructors face challenges sustaining continuous student engagement. The study aimed to discover proactive measures that foster and stimulate student engagement, contributing to a more inclusive educational environment. Using a qualitative approach, in-depth face-to-face interviews and open-ended online questionnaires were conducted with 16 university instructors from Malaysia and China. The findings revealed the significant role of flexible teaching strategies in overcoming challenges and provided valuable insights for refining instructional practices to address diverse learning styles and cultural backgrounds. The research underscores the necessity of continuous adaptation and innovation to meet the evolving demands of modern education, guiding instructors to create more dynamic and responsive learning experiences.

The Changing Educational Landscape for Sustainable Online Experiences: Implications of ChatGPT in Arab Students’ Learning Experience

The integration of artificial intelligence (AI) into education is rapidly transforming traditional paradigms of teaching and learning. ChatGPT, an advanced AI system capable of sophisticated language generation, represents a potentially disruptive innovation in this sphere. This study employed a descriptive cross-sectional design using a cross-sectional approach to examine ChatGPT’s emerging role in reshaping students’ learning experiences within higher education. A survey of 473 undergraduate students at King Faisal University, Saudi Arabia assessed ChatGPT’s usage patterns, effectiveness, and implications across diverse learning domains. Data were collected through a structured online survey distributed over a month and analyzed using quantitative measures (i.e., SPSS). Sixty precent (60%) of the students reported using ChatGPT for homework assistance, with 27.7% doing so weekly. Additionally, 45.5% utilized it for research, 35.5% for exam preparation, and approximately 30% for language learning and content discussions. Over 60% of the students recognized moderate to significant positive impacts of ChatGPT on their academic performance, research skills, and technical competencies. However, 38.7% reported no discernible effects on critical thinking. Factor analysis identified engagement as a key pathway for ChatGPT to enrich learning, with usage strongly linked to participation and motivation. Regression analysis determined usage frequency, satisfaction, and perceived usefulness as significant predictors of ChatGPT’s academic effectiveness, evidenced by beta coefficients of 0.21 for usage frequency and 0.25 for satisfaction. The findings showcase ChatGPT’s promising versatility as an AI-powered educational tool, while emphasizing the need for ethical frameworks, balanced expectations, and holistic adoption strategies to maximize benefits and minimize risks. Further research into pedagogical integration capabilities and evolving impacts will be critical as advanced AI becomes increasingly pervasive throughout education.

Beyond a Buzzword: Student Perspectives on what Contributes to Engaging Educators and Classroom Experiences

In a changing educational landscape, student engagement remains a prominent issue in research and practice. This study explores engagement from the student’s perspective across multiple disciplines, year levels and delivery modes. It draws on 13,125 Student Evaluation of Teaching survey comments where students have used the word “engage” (or derivative) in response to individual educators. Part of speech tagging was used to identify surrounding words that helped to contextualise the inclusion of the term. Through content analysis, key words were then grouped into six themes (approachability; synonyms for good; clarity; enjoyment and enthusiasm; relevance; and subject matter expertise) that highlighted both individual educator attributes and the overall learning experience. This research provides practical considerations for educators and administrators in relation to what students find engaging and how to support such positive environments. Additionally, it reinforces the role students play as major stakeholders in their learning and ongoing discussions around engagement.

CHALLENGES AND INFLUENCES ON THE OTHER HALF OF THE PICTURE OF THE TEACHER’S IDENTITY

This article provides valuable insights into the professional identity of modern teachers. The actual problem of a modern teacher is his professional image, which ensures the status of a teacher in society. The article reveals the meaning of the concept of “image”, the history of the origin of the term, and its introduction as a phenomenon of social expression. The role and importance of developing the professional image and its components in the modern education system are considered. This study answers three research questions about the role of the image in the teacher’s professional activity, what is the teaching nature of the other half of the image, and how self-esteem in the educational process affects the development of a professional personality. It aims to integrate and synthesize the research findings presented for a comprehensive understanding of the topic. Research findings suggest that teacher professional identity can provide valuable insights into the long-term development and adaptation of professional identity in response to changing educational landscapes and societal expectations. H. RETNAWATI1, A.O. BEKALAEVA2, SH.S. DUISENBAYEVA2,G.K. KASSYMOVA3*, W. XU31Yogyakarta State University (Yogyakarta, Indonesia) 2al-Farabi Kazakh National University (Almaty, Kazakhstan)3Abai Kazakh National Pedagogical University (Almaty, Kazakhstan)

Work-Life Balance of Faculty in Professional Physical Therapist Education: A Mixed-Methods Study.

The purpose of this mixed-methods study was to explore perceptions of work-life balance (WLB) of full-time faculty in professional physical therapist (PT) education programs. Studies show that faculty are at risk of diminution of WLB and subsequent burnout due to job expectations and changing educational landscapes. Limited evidence exists to describe perceived WLB of faculty in professional PT education. Full-time faculty in professional PT education programs (n = 239) responded to an online survey and 16 participated in focus group discussions. The Work/Nonwork Interference and Enhancement Survey (W/NW Scale), faculty characteristic prompts, and open-ended questions were disseminated electronically to all accredited professional PT education programs within the United States. Focus groups were conducted to further explore nuances of WLB. Frequencies and percentages were calculated for survey categorical variables with means and standard deviations for continuous variables. Differences in W/NW Scale and faculty characteristics were analyzed using independent-samples Mann-Whitney U tests. Open coding and an iterative process of thematic analysis was used to analyze the qualitative data. Medians for all W/NW Scale dimensions were between 2 and 3 out of 5. W/NW Scale dimension scores differed significantly in each of the faculty characteristics of gender, defined workload, and faculty job searching (Z = -2.399 to -3.517, P ≤ .016). Qualitative data yielded 3 main themes: 1) implicit and explicit job duties; 2) leadership; and 3) individual boundaries. Ebb and flow of WLB emerged as an overarching theme. This study offers a portrayal of the lived experience of faculty regarding WLB. Results offer useful information about faculty demographics, work-related factors, and personal responsibilities. One limitation was that cultural, community, and religious demands were not explored. Findings may facilitate improved understanding of faculty WLB perceptions and can guide leadership to optimize the balance between faculty's paid work and personal life.

Entrepreneurial Aspirations and Challenges among Business Students: A Qualitative Study

The COVID-19 pandemic has had a profound impact on small businesses, significantly influencing entrepreneurial aspirations and presenting numerous challenges. This calls for additional research into perceptions, intentions, and the challenges faced in this context. This study aims to explore the comprehension of key entrepreneurial concepts among business students in the post-pandemic era. The paper presents an empirical study which employs qualitative in-depth interviews with 34 undergraduate business students from one public university in the Midwest of the United States. The findings reveal a complex view of entrepreneurship that extends beyond traditional business creation, encompassing elements of social innovation and personal fulfillment. Students displayed a generally positive attitude towards entrepreneurship, influenced strongly by their involvement in practical entrepreneurship-related activities and their familial backgrounds. However, they also identified significant barriers, including financial constraints, fear of failure, and a lack of practical experience, which hinder their intentions to pursue entrepreneurial ventures. The study underscores the importance of entrepreneurship education programs incorporating more comprehensive practical experiences, enhancing financial literacy, and providing psychological support to overcome these challenges. These insights contribute to the ongoing discussion on how to effectively support and prepare aspiring entrepreneurs in a changing educational landscape.

Exploring teachers' understanding and implementation of STEAM: one size does not fit all

IntroductionIn recent years, STEAM (science, technology, engineering, arts, and math) education has become an increasingly popular tool to promote student learning and engagement across disciplines. However, researchers and practitioners continue to note the lack of clarity around definitions of STEAM, its intended purpose, and the nature of discipline integration. In this paper, we explore teachers' understandings and implementation of STEAM as they participated in a teacher professional learning program.MethodsUsing a mixed-methods approach, we analyzed data from 4 years of program implementation with K-12 teachers across multiple schools and districts (n = 61).ResultsParticipants' understanding of STEAM was deepened through their involvement in the professional learning program, with many reflecting on their initial, often shallow, (mis)conceptualizations of STEAM. Using an integration continuum developed by the authors, we identified ways in which integration varied across the STEAM lessons teachers developed, contextualizing these findings within the changing educational landscape of the COVID-19 pandemic, as teachers transitioned between remote, hybrid, and in-person instruction. Participants shared their reflections on the personal, professional, and contextual factors that supported and hindered successful STEAM integration.DiscussionWe found that, when provided with sustained, collaborative pedagogical and material support, teachers could successfully improve their understanding of STEAM and implement STEAM lessons tailored to their grade-level and disciplinary context. Our findings reinforce that teachers need support, autonomy, and flexibility to adopt an approach to STEAM integration that best fits their classroom and school context. We discuss the implications of these findings for researchers and practitioners working to provide effective STEAM teacher professional learning.

Mobile Learning: Enhancing Self-Directed Education through Technology, Wireless Networks, and the Internet Anytime, Anywhere

Background and Aim: Mobile learning is critical because it uses technology, wireless networks, and the internet to provide educational access anytime and anywhere, allowing students to direct their education. This flexibility promotes personalized learning experiences and aids in the seamless integration of education into daily life, making learning more adaptable and accessible. Thus, this paper aims to investigate mobile learning for enhancing Self-Directed Education through Technology, Wireless Networks, and the Internet Anytime, Anywhere. Materials and Methods: The paper used secondary sources and a structured literature search to examine recent advances in mobile learning. It identifies key themes and trends to shed light on mobile learning's current impact and future potential in education. Results: The study discovered that mobile learning revolutionized education through its flexibility and personalization, allowing students to access content on demand and tailor their studies to their specific needs. While challenges such as the digital divide persisted, mobile learning's transformative benefits in increasing engagement and expanding access to global resources were significant. This approach encouraged self-directed, lifelong learning, which was critical for adapting to the changing educational landscape. Conclusion: The study revealed that mobile learning fundamentally reshaped education by providing students with flexible, on-demand access and personalized learning paths. Despite ongoing challenges such as the digital divide, the approach's key benefits—such as increased engagement and greater access to resources—promoted a self-directed and lifelong learning mindset, which was critical for adapting to the changing educational environment.

Innovations in Event and Activity Management within the Academic Sphere

The rapid evolution of technology and changing educational landscapes have given rise to new challenges and opportunities in managing events and activities within the academic sphere. This project aims to explore innovative solutions for enhancing the planning, organization, and execution of academic events and activities, thereby fostering a more dynamic and engaging learning environment. The proposed project will investigate current practices in event and activity management within educational institutions, identify existing challenges, and evaluate the effectiveness of traditional methods. By leveraging cuttingedge technologies such as artificial intelligence, data analytics, and mobile applications, the project seeks to develop a comprehensive and user-friendly platform tailored to the unique needs of academic event management.The academic sphere is a dynamic environment where events and activities play a pivotal role in fostering learning, networking, and collaboration. In recent years, there has been a surge in innovations aimed at enhancing the management of such events and activities. This abstract explores the key innovations in event and activity management within the academic sphere, focusing on technological advancements, strategic approaches, and best practices

Medical teachers’ identity learning during major curriculum renewal: A landscapes of practice perspective

Purpose To explore how medical teachers navigate their professional identities when required to implement critical pedagogy during an undergraduate curriculum renewal initiative. Methods A qualitative exploratory study was conducted, using focus groups and individual interviews with twenty-six purposively selected undergraduate medical teachers at a South African university. Data were transcribed, coded, and thematically analysed. Concepts of Landscapes of Practice Theory and Teacher Identity Learning provided an interpretive framework. Results Findings show that medical teachers’ perceived capacity to implement critical pedagogy was influenced by identities that were constructed within the boundaries of a traditional biomedical curriculum. Three themes were identified, highlighting the inherent liminality of traversing a changing educational landscape: engaging in new practices: moving into the boundary space; attempting alignment: navigating identity in the boundary space; imagining the future: embracing identity in the boundary space. Conclusion Globally directed curriculum renewal imperatives may challenge the established pedagogical practices and professional identities of medical teachers. There is a need for institutional spaces that foster collaboration, dialogue, and reflection with a view to supporting the ongoing identity learning and development of knowledgeability of medical teachers responsible for curriculum transformation.

The Construction of Higher Education Evaluation Index System Based on Vector Analysis

The construction of a higher education evaluation index system based on vector analysis involves a comprehensive approach to assessing the quality and effectiveness of higher education institutions. By leveraging vector analysis, which considers both magnitude and direction, this method enables the integration of diverse factors and perspectives into the evaluation process. Key considerations in constructing such an index system include academic performance, research output, faculty qualifications, student satisfaction, institutional resources, and societal impact. Each factor is represented as a vector, with its magnitude reflecting its importance and its direction indicating its alignment with the overarching goals of higher education. This paper presents a novel approach for constructing a robust evaluation index system for higher education institutions leveraging vector analysis, supplemented by Periodic Vector Chain Learning (PVCL). the incorporation of PVCL enhances the dynamism and adaptability of the evaluation system. PVCL allows for periodic updates and adjustments to the evaluation index system, ensuring its relevance and effectiveness amidst changing educational landscapes and emerging trends. The integration of vector analysis with PVCL presents a promising avenue for the construction of a robust evaluation index system for higher education institutions.

Enhancing learner autonomy in teamwork skills: Strategies of Vietnamese tertiary EFL teachers in a changing educational landscape

Purpose: This study explores the strategies used by Vietnamese tertiary English as a Foreign Language (EFL) teachers to promote learner autonomy in teamwork skills, crucial in the evolving context of language education in Vietnam.
 Design/Methodology/Approach: Employing semi-structured interviews, the research involved nine EFL teachers from two Vietnamese educational institutions, representing various career stages: novice, mid-career, and near-end career.
 Findings: Analysis through thematic frameworks revealed that teachers utilize diverse methods like collaborative learning projects, reflective practices, technology-enhanced learning, and real-world tasks. These strategies, adaptable to the Vietnamese cultural and educational context, proved effective across different teaching stages.
 Conclusion: The findings underscore the importance of contextually adapted teaching strategies, the increasing role of technology in EFL education, and the value of experiential learning. It demonstrates how Vietnamese EFL teachers’ approaches can significantly impact learner autonomy in teamwork skills. This research contributes to the literature by providing insights into effective EFL teaching strategies within non-native English-speaking environments, offering valuable perspectives for educators, curriculum designers, and policymakers.
 Research Limitations: The study identifies limitations, including a small sample size and reliance on qualitative data, suggesting the need for broader research with diverse methodologies.
 Practical Implications: This research emphasizes the necessity for culturally adapted teaching strategies and technological integration in EFL education to enhance learner engagement.
 Contribution to Literature: The study emphasizes the efficacy of context-specific tactics in enhancing learners' abilities, providing significant perspectives for educators and policymakers on enhancing EFL teaching practices through experiential learning and digital resources.

Impacts of NEP 2020 on Vocational Education and Emerging role of counsellors

The National Education Policy (NEP) 2020 in India has brought about significant reforms aimed at transforming the educational landscape, particularly in the realm of vocational education. This paper provides an in-depth analysis of the impact of NEP 2020 on vocational education and the emerging roles of counsellors within this context. NEP 2020 emphasizes the integration of vocational education into mainstream curriculum from the secondary level onwards, aiming to equip students with practical skills and job-oriented training. This shift necessitates a revaluation of the role of counsellors, who are now tasked with guiding students towards diverse career paths and facilitating their transition into the workforce. Additionally, NEP 2020 underscores the importance of providing holistic support to students, including psychometric assessments, career guidance, and skill development. The paper examines the challenges and opportunities presented by NEP 2020 in implementing vocational education initiatives and highlights the crucial role of counsellors in supporting students' career aspirations and personal development. Furthermore, it discusses the need for counsellor training programs to adapt to the changing educational landscape and equip counsellors with the skills and knowledge required to effectively fulfil their emerging roles. Overall, this paper provides valuable insights into the transformative potential of NEP 2020 in shaping vocational education and the evolving responsibilities of counsellors in guiding students towards success in the dynamic job market of the 21st century.

Physical Education Teaching Quality Evaluation Method Using Mobile Edge Computing in the Online and Offline Environment

The development of different technology has impacted the different stages of human life. Additionally, with the implication of computing technology sports and physical education can be improved. The use of mobile edge technology aids in gathering precise data related to physical education. Therefore, a specific improvement is possible. This following analysis has looked into the factor of mobile edge computing that aids in the evolution of physical education teaching. Moreover, the study has focused on developing an appropriate path for the integration of MEC into PE education. By utilising Mobile Edge Computing (MEC) technologies in both online and off-line learning contexts, this study offers a thorough way for assessing the quality of sports teaching. The suggested approach integrates multiple characteristics and performance measures to evaluate the efficacy of physical education instruction and participation, taking into consideration the changing educational landscape.

A Study on Developmental Strategies for Improving the Quality of Secondary Special Education for Students with Disabilities

In the era of the fourth industrial revolution, addressing the multifaceted learning needs of students with special needs has become increasingly pivotal. This study aims to explore and enhance the quality of secondary special education, adapting to new educational methodologies in tandem with technological advancements while fostering the development of teachers and educational stakeholders. To identify the key areas necessitating development in secondary special education, interviews were conducted with special education teachers. These interviews informed the creation of a questionnaire, which was subsequently disseminated through a Google survey to special education teachers in various special schools and classes nationwide. The survey responses were analyzed using descriptive statistics to gain comprehensive insights. This study's findings integrate the perspectives from the interviews and survey data, leading to the formulation of strategies for the advancement of secondary special education. The analysis categorized the developmental needs into four primary domains: teacher development, curriculum enhancement, school infrastructure, and external factors related to the school environment. The paper concludes with a discussion that synthesizes these findings, offering a pathway for future improvements in the quality of secondary special education, and highlighting the importance of adapting to the changing educational landscape in the era of technological progress.

Effect of identity as a mediator: The relationship between mathematics teacher cooperation and readiness in facing the era of industrial revolution

Background: The Industrial Revolution has significantly impacted education, making mathematics instructors crucial in preparing students for the demands of the industrial era.
 Purpose: This research seeks to explore the correlation between mathematics teacher cooperation and readiness to face the era of the Industrial Revolution, with a specific focus on the mediating effect of identity.
 Design/Methodology/Approach: This research utilized a quantitative research design and collected data through surveys administered to school math instructors. The surveys assess the level of cooperation among mathematics teachers, their readiness to adapt to the challenges of the Industrial Revolution era, and their individual identities as teachers. Statistical analyses, including correlation and mediation analyses, are employed to examine the relationships among the variables.
 Findings: Preliminary findings indicate a positive correlation between mathematics teacher cooperation and readiness to face the Industrial Revolution era. Moreover, the mediating effect of identity suggests that a strong sense of professional identity among mathematics teachers enhances their cooperation and subsequently contributes to their readiness to adapt to the changing educational landscape.
 Conclusion: This research highlights the importance of fostering a strong professional identity among mathematics teachers to foster cooperation and preparedness. It provides insights for policymakers, school administrators, and educators to develop strategies to promote collaboration and professional development in the Industrial Revolution era.
 Contribution to Literature: This study enhances understanding of the relationship between mathematics teacher cooperation, identity, and readiness during the Industrial Revolution era, highlighting the importance of teacher identity formation.

Use of Chat GPT in English for Engineering Classes: Are Students’ and Teachers’ Views on Its Opportunities and Challenges Similar?

Mobile technologies have become increasingly important in the field of education, providing innovative ways to engage students and enrich their learning experiences. ChatGPT is an innovative tool that can be used in English for Specific Purposes (ESP) classes to engage students, enhance their knowledge and skills, and add variety and interest to the traditional process of learning engineering English, whether accessed through computers or mobile devices. In light of this, the study aims to investigate and compare the attitudes of technical university students and teachers towards using ChatGPT in English classes, as well as their perspectives on academic integrity issues and the strategies they employ when using ChatGPT. The study involved 22 teachers and 60 students from a Ukrainian university. Quantitative research, which involved collecting data through surveys, showed that students exhibited positive attitudes, while teachers took a more neutral approach. Both groups agree that ChatGPT plays a supplementary role in enhancing both hard and soft skills, as well as English language communication skills. However, they emphasized its impact on the development of research skills. The study highlights critical issues related to academic integrity, specifically the differing perceptions of possible violations between students and teachers. The authors present ideas on integrating ChatGPT into ESP classes, enabling teachers to leverage artificial intelligence (AI) tools for language learning and adapt to changing educational landscapes. The study emphasizes the importance of integrating ChatGPT effectively into engineering English classes to support students’ learning. While emphasizing the importance of guidelines for academic integrity, it also advocates for the creative use of AI tools by teachers and students. Addressing the disparity in attitudes suggests providing teacher professional development to ensure proficient use of AI tools.

Research on the issue of changing the forms of education in higher education institutions of Ukraine during the crisis

This paper dives into examining how education in Ukrainian Higher Education Institutions (HEIs) is evolving in response to various factors, external and internal influences. We take a closer look at the significant impact of the crisis on the educational setup of Ukraine's HEIs. Gathering insights and facts from diverse educational sources, scientific studies, and research findings, we investigate and thoroughly explore the strengths and the main advantages of specific education models in higher education institutions of Ukraine, and the advantages of their application under certain circumstances in crisis conditions. Additionally, the abstract sheds light on the collaborative efforts and partnerships between HEIs, industries, and governmental initiatives that contribute to the ongoing educational transformation. In addition to this, we break down the core principles guiding initiatives in Ukraine to enhance educational quality amid numerous challenges. It is also worth noting that all these changes require the development of technologies and their integration into the educational process. Evidently, despite such rapid changes, Ukraine was able to quickly adapt Internet technologies to the educational process. We highlight the essential role of education as a driving force in effectively tackling modern challenges. In addition, we emphasize the importance of training qualified, competitive specialists in their field, capable of contributing to the recovery of economic processes in Ukraine even in a crisis period. This discussion aims to offer a comprehensive understanding of the changing educational landscape, shedding light on the strategies used to navigate and improve educational outcomes in the country. As a newcomer in this field, this exploration is an attempt to unravel the complexities of educational shifts during crisis periods in Ukrainian HEIs.

From tradition to transformation: The journey of school librarianship in India

This article delves into the rich tapestry of school librarianship in India, spanning from its ancient origins to its contemporary state. The study employs a multidisciplinary approach, combining historical analysis, cultural insights, and educational perspectives to unravel the nuanced development of school libraries and the roles of librarians within them.Beginning with the ancient Indian tradition of Gurukuls, where oral transmission of knowledge was paramount, one can trace the evolution of early libraries and the revered "Guru-Pustakalaya" (teacher's library) as the precursor to formal school libraries. The medieval era witnessed the advent of Persian and Arabic manuscripts, leading to the establishment of Madrasas and Maktab libraries, which contributed to the dissemination of diverse knowledge. The colonial period introduced Western educational ideals and the establishment of missionary schools, thereby reshaping the landscape of school librarianship with the introduction of modern library systems and practices.In the post-independence era, the Indian government took significant steps to promote literacy and education, resulting in the proliferation of school libraries across the nation. The article explores the transformative impact of technology, the digital age, and the changing role of school librarians as facilitators of information literacy and digital resources. This comprehensive historical analysis sheds light on the continuum of school librarianship in India, emphasizing its pivotal role in education and knowledge dissemination throughout the ages. Understanding this evolution is essential for shaping the future of school libraries and librarianship in India, adapting to the changing educational landscape and information needs of the 21st century.