Community-based Education Research Articles

Community-Based Education in the Digital Age: Challenges and Opportunities

Community-based education in the digital age presents both challenges and opportunities in transforming learning environments. This study delves into the significance of active community participation, technological innovations, and collaborative efforts in enhancing the quality and inclusivity of education. Through a mixed-methods approach combining literature review and case studies, the research explores the impact of digital access, multi-stakeholder collaboration, and innovative technologies on community-based education. The findings underscore the importance of continuous evaluation, adaptation, and commitment from all stakeholders to create dynamic and inclusive learning ecosystems. In conclusion, strategic collaboration, technological advancements, and ongoing evaluation are essential for harnessing the full potential of community-based education in the digital era, paving the way for inclusive, participatory, and future-oriented learning environmentsCommunity-based education in the digital age presents both challenges and opportunities in transforming learning environments. This study delves into the significance of active community participation, technological innovations, and collaborative efforts in enhancing the quality and inclusivity of education. Through a mixed-methods approach combining literature review and case studies, the research explores the impact of digital access, multi-stakeholder collaboration, and innovative technologies on community-based education. The findings underscore the importance of continuous evaluation, adaptation, and commitment from all stakeholders to create dynamic and inclusive learning ecosystems. In conclusion, strategic collaboration, technological advancements, and ongoing evaluation are essential for harnessing the full potential of community-based education in the digital era, paving the way for inclusive, participatory, and future-oriented learning environments

Community-based education and child development work for migrant children in China: a multi-dimensional citizenship approach

The primary focus of this article is to investigate the impact of community-based efforts to provide education and child development programs and service in China’s migrant communities, specifically as it pertains to the prospects of addressing sociocultural and socioeconomic inequalities in education and child development in urban China. Building on frameworks of dimensions of citizenship, this article examines the work of migrant educator-activists who provide community-based education and child development service in Beijing’s migrant communities. Their efforts to address inequalities in child development for migrant children enrich the understanding of citizenship in the Chinese context.

A Public Sector Innovation in Strengthening Local Community Food Security in the Selected Municipalities of Lanao del Sur

This study presents an in-depth analysis of food security challenges in selected municipalities of Lanao del Sur, focusing on household food insecurity prevalence and proposing public sector innovations to address these issues. Conducted through a data survey spanning Lumbatan, Lumbanayague, and Sultan Dumalondong over two months, the research collected 268 responses. Findings reveal nuances in food availability and preferences, highlighting gaps in food variety and accessibility despite overall sufficiency. Contributing factors include low income, poverty, limited nutritious food, high commodity prices, and insufficient agency support, leading to perceptions of inadequate food access, availability, and affordability. Proposed interventions encompass community-based food production, price stabilization, targeted subsidies, and nutrition education campaigns, emphasizing collaborative stakeholder efforts for sustainable improvements in Lanao del Sur's food security and dietary diversity.

Community-Based Education Oriented Towards Socio-Cultural And Religious Values

Education is a fundamental pillar in building sustainable and competitive societies in the era of globalization. Amid the dynamics of social change, it is important for the education system to consider socio-cultural and religious values as a strong foundation in the learning process. This article aims to propose a community-based education approach that integrates socio-cultural and religious values as primary elements. This approach not only emphasizes the transfer of knowledge and skills but also the formation of strong character and deep understanding of the cultural identity of society. Using qualitative conceptual analysis and literature review methods, this research explores the relevance and urgency of education rooted in socio-cultural and religious values in the context of increasingly multicultural societies. In the process, this article presents implementation strategies that can be adopted, identifies potential challenges, and outlines the benefits that can be gained from the proposed education approach. It is hoped that the results of this research can provide deeper insights into the role of education in strengthening cultural identity and promoting social harmony in diverse societies

Community-based learning in medical education: A starting guide and lessons learned

Community-based medical education (CBME) addresses real-world health problems and is characterized by its emphasis on reciprocity and collaboration with community stakeholders. Limited evidence shows that CBME is an effective learning strategy to care for underserved communities. However, medical schools and nursing schools struggle to implement CBME in their curriculum. In this article, we present four practical examples of CBME from medical and nursing schools in Belgium and the Netherlands. By taking the lessons learned derived from these practical examples into account, all students can have an authentic learning experience within the community, which empowers community members and increases their health.

Model Manajemen Pendidikan Berbasis Masyarakat dalam Mengembangkan Lembaga Pendidikan Islam

The development of a community-based education management model is not a separate entity from the community. However, on the contrary, Islamic educational institutions should be an integral part of society, and be able to respond to society's needs and aspirations. This research aims to analyze the community-based management model in developing Islamic educational institutions. The method used in this research is the library research method. The research results show that the community-based education management model is an approach to managing educational institutions that emphasizes the active role of the community in the decision-making process, program implementation and evaluation of educational outcomes. The application of the community-based education management model in developing Islamic educational institutions can be done through: community participation, involvement of parents in children's educational activities, integration of local and religious values ​​through learning, partnerships with local communities by involving the community in developing educational programs, curricula community-based through collaborative efforts between various educational institutions, and ongoing evaluation. It is hoped that this model can become the basis for the effective and efficient management of Islamic educational institutions, and be able to answer the challenges of an increasingly complex era.

Electronic distance based clinical skills training development in family medicine in Namibia.

Workplace-based evaluation is one of the most important, but challenging aspects of medical education. The aim was to improve the assessment of the rural community-based clinical training for undergraduate 3rd and 4th year family medicine students at the University of Namibia (UNAM) and implement a paperless process. An online module was developed on the Moodle platform to include a study guide, an electronic portfolio, and electronic resources (e-books and apps) to replace the current paper version of the logbook. We explored local resources by engaging with students and clinical trainers on how to best conduct the initial implementation. Engagement also entailed motivating students to actively participate in the implementation process. All 3rd and 4th year community-based education end service (COBES) students are now submitting proof of clinical learning electronically with the use of their phones in their online portfolio and using online resources. In addition, students in the practical family medicine module that has been introduced in the 6th year since 2023 are now also using an electronic portfolio and these assessment tools.Contribution:Overall feedback from students and supervisors indicates a positive atmosphere of learning and constructive feedback on performance from all team members, hopefully improving work-based assessments and ultimately patient care. More members of the primary health care team were involved and the carbon footprint has also been decreased.

Challenging the Societal Stigma Surrounding Body Dysmorphia in the Philippines: Bridging the Gap of Misconceptions

Body Dysmorphic Disorder is a mental health disorder that adversely affects how people perceive their physique and self-concept. The study focuses on a thorough investigation of the pervasive societal stigma surrounding Body Dysmorphic Disorder (BDD) in the Philippines. Moreover, it expounds on the related literature and studies to elucidate the profound impact of the stigma on individuals with the disorder. Patients with the disorder often experience unrestrained and excessive repetitive behavior, such as criticizing one’s physical flaws, people-pleasing, and overly obsessing about self-grooming practices (Body Dysmorphic Disorder, n.d.). Utilizing the integrative review for the methodology, the paper examines relevant and significant literature from electronic databases to further develop vital information and analyses for challenging social stigmas related to body dysmorphia in the Philippines. The study reviews the existing literature to recognize social perceptions and stereotypes of body dysmorphia in the Philippines, exploring cultural, social, and historical elements that contribute to the stigma. It identifies interventions intended to challenge societal stigma. Local and international sources were used to examine the effectiveness of existing approaches in addressing BDD and its societal stigma. It further explores the effectiveness of community-based education programs, media literacy campaigns, and mental health awareness programs in challenging misconceptions and promoting acceptance of people facing BDD. The research aims to identify the societal stigma associated with BDD or Body Dysmorphic Disorder in the Philippines, which negatively affects the mental and emotional well-being of individuals facing the disorder, further bridging the gap of misconceptions.

Learning From Parents: Implementation of a Parent-Mediated Positive Behavior Support Program Targeting Challenging Behavior in Children With Autism

Challenging behaviors (CBs) are frequently observed in children with autism spectrum disorder (ASD) and are known to have negative effects on parents’ stress and well-being, as well as on overall family quality of life. Research has shown that professional support such as the Prevent-Teach-Reinforce (PTR) program has the potential to alleviate those effects. Although several studies have empirically demonstrated this positive behavior support program in managing children’s CB, its implementation by community-based educators among parents of children with ASD has yet to be examined. This study assessed the facilitators and obstacles to this program’s implementation as perceived by 19 parents using interviews and questionnaires. Participants emphasized the significance of setting clear expectations, defining roles, and providing continuous feedback during the implementation process to promote their initiative and enhance their active participation. They recognized the difficulties of implementing the program within a family setting but emphasized the valuable presence of educators in the home, which improved their understanding of family dynamics. Parents valued effective and respectful support from educators, although some encountered disagreements during coaching sessions, highlighting the need for improved educator training with practical coaching and a greater recognition of the family’s perspective.

Factors Predicting Mental Health Literacy in Older Adults: A Community-Based Cross-Sectional Study.

To determine mental health literacy (MHL) levels of older adults and the predictive factors of MHL. This cross-sectional study was conducted between October and December 2022, with 410 older adults aged ≥65 years. A Personal Information Form and the Mental Health Literacy Scale were used for data collection. Independent samples t test, analysis of variance, and multiple linear regression were used to analyze the data. Significant predictors of MHL in older adults were being aged 65 to 69 years, being female, being a university graduate, having an income more than expenses, receiving information from a health professional, interest in mental health, having friends or family members with mental illness, and good perception of health. Older adults were found to have low levels of MHL. Mental health professionals should focus on community-based education and interventions to increase the MHL levels of older adults. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].

Building social connection and inclusion through rock music in the Western Balkans: Fostering the art of small changes

This article explores community-based rock music education as a site for strengthening social cohesion in a context of postwar, interethnic divisions. Focusing on small and incremental changes, it examines the practices of Music Connects, a project in the Western Balkans, and its goals of revitalizing rock culture in support of a more inclusive social life and greater freedom of movement in the region. The article explores the ways that an organizational and participant focus on aesthetic practices and artistic goals can still contribute to social goals. It highlights three key tasks connected to rock music education and revitalization, captured in the novel conceptual constructs of rehearsal space, the incubator, and the expansion of normal. Drawing upon qualitative data gathered in 2019 and 2021 from 40 participants, the article tells a story of small social changes through music-making that added up to significant developments in the region, musically and socially.

Revitalizing Art + Design Education Through Expanded Notions of Community-Based Art Education

Revitalizing Art + Design Education Through Expanded Notions of Community-Based Art Education

Community-based dental education in Iranian dental schools

BackgroundCommunity-based dental education (CBDE) has been an essential advancement in dental education in recent decades, enhancing it in many aspects. This study aimed to determine the characteristics and improvements of CBDE in dental schools in Iran.MethodsIn the present descriptive study, an electronic questionnaire, including 18 “yes/no”, “multiple choice”, and “short answer” questions about the nature and extent of CBDE and students’ experience in CBDE, was used. In early 2021, the questionnaires were mailed to the deans of all 43 dental schools in Iran under the supervision of the Council for Dental Education of the Iranian Ministry of Health and Medical Education. Reminder calls were made after 6 and 12 weeks. Dental schools that did not follow the CBDE program were excluded. The responses were analyzed descriptively.ResultsThirty-six dental schools completed the questionnaire (response rate: 84%). Seventeen schools (47%) reported having CBDE in their dental program. Sites lacking a well-equipped dental setting were the most used out of all extramural sites. The number of weeks dedicated to CBDE ranged between 1 and 20 (median: 4). The most common dental procedures practiced in extramural sites were pediatric dentistry (100%), restorative dentistry (71%), and dental examination (59%). The student-to-supervisor ratio in CBDE ranged between 3 and 15 (median: 5). In most schools (65%), the staff involved in directing CBDE were Community Oral Health PhDs.ConclusionsAn increasing number of Iranian dental schools have integrated CBDE into their undergraduate dental curriculum. The characteristics and extent of this educational strategy vary widely among dental schools. CBDE can be more effective by making positive changes in dental programs.

Enhancing Managerial Skills for MSME Practitioners Through Community-Based Education Programs

Enhancing Managerial Skills for MSME Practitioners Through Community-Based Education Programs

Comparative study of the undergraduate community-based nursing curriculum in Shahid Beheshti university of medical sciences, school of nursing and linfield school of nursing.

Revising UCBNC using successful education systems in the world to guarantee the quality of the curriculum is necessary. This study aimed to compare the undergraduate community-based nursing curriculum at Shahid Beheshti University of Medical Sciences, School of Nursing, and Linfield School of Nursing. The present comparative descriptive study was conducted using Beredy's four-step approach (description, interpretation, juxtaposition, and comparison) in 2022 and searched the required data using keywords. The fundamental elements of the community-based nursing curriculum were collected and analyzed from the website and internal and external databases. The findings of this study showed that there are main differences in the curriculum of the two schools. All dimensions of the Linfield School of Nursing curriculum are designed based on the community-based nursing education model focusing on communication, community, cultural diversity, health, social justice, stakeholder engagement, evidence-based practice, and responding to community needs. Still, the attention and emphasis on the mentioned items in Iran's curriculum are fragile. The nursing curriculum in Iran should be revised based on the community-based nursing education model, and according to the local conditions, background, and community needs so that can be achieved to the maximum productivity and efficiency of nurses using meet the community needs.

A Roadmap for Sustainable Community-Engaged Partnerships in Athletic Training and Using a Traveling Athletic Training Camp as an Implementation Strategy.

Improving access to athletic trainers and increasing diversity in the profession have been major goals of the Strategic Alliance, with a particular interest in the secondary school setting. Within many marginalized communities, individuals are often faced with a lack of resources, high rates of poverty, and limited access to health care. This social and economic climate often extends to inequitable athletic training services and patterns of disparate health. Widely used and recognized strategies to cultivate diversity and address health inequities include community-engaged partnerships; however, these approaches are not well implemented across the athletic training discipline. Successful community-engaged partnerships link communities and universities, and they are rooted in intentionality to address intermediate and long-term health equity outcomes. Athletic training professionals and scholars frequently encounter gaps in resources and process-oriented methods to participate in community-engaged efforts that could include a roadmap or pathway to follow. To bridge this gap, our aims were 2-fold: (1) to disseminate a roadmap for building sustainable community-engaged partnerships in athletic training with the intent of promoting diversity, equity, inclusion, and social justice across athletic training education, research, and professional service and (2) to demonstrate how the roadmap can be implemented using a community-based athletic training education camp as an example. Implementation of the athletic training camp using the roadmap took place at secondary schools where community-engaged partnerships have been established throughout a geographic region known as the Alabama Black Belt, a region burdened with poor health outcomes, limited athletic trainer presence, and lower quality of life, exacerbated by racial and socioeconomic inequalities. Implementing this roadmap as a strategy to build sustainable community-engaged partnerships offers an innovative, interactive, and effective approach to addressing community needs by exposing secondary school students to the athletic training profession, advancing equitable athletic training research practices, and upholding and promoting the principles of diversity, equity, inclusion, and social justice in athletic training education.

IMPLEMENTATION OF COMMUNITY-BASED ENVIRONMENTAL CARE CHARACTER IN ELEMENTARY SCHOOL STUDENTS

The current environmental equilibrium requires global and national solutions. This study aims to evaluate the implementation of community-based environmental character care in Umbulharjo State SD 2, as well as its supportive and inhibitory factors. This research uses a type of descriptive research qualitative approach. The research subjects consisted of the head of the school, parents, CFP accompanying, teachers, and students of class VI A at the Umbulharjo State SD 2. Data collection on the study was done through observations, interviews, and documentation. The validity of the data in this study uses source triangulation and triangulation techniques. The data is then analyzed using a data analysis model according to Miles and Huberman that includes data collection, data reduction, data presentation, and conclusion and verification. The results of this study show that the implementation of community-based environmental caring character in pupils in Umbulharjo State SD 2 was realized through the collaboration of parents and OISCA. Collaboration is carried out through community-based character-enhancing education implementation measures that include: 1) Identification and analysis of school needs; 2) Identifying community participation; 3) building networks and collaboration; 4) designing character enhancement educational activities; 5) Program implementation; 6) Program evaluation; and 7) Maintaining the sustainability of collaboration. Factors supporting the collaboration include the availability of extensive land, the enthusiasm of school citizens, and the presence of support from partners. Implementation of community-based environmental caring character in Umbulharjo State SD 2 through collaboration between parents, OISCA, and schools, highlights the importance of active participation of the community in addressing environmental gaps at the local level.

Empowering marginalized communities through legal and financial literacy: The development and impact of the LEFL-Framework.

This study evaluates the impact of the Legal and Financial Literacy Framework (LEFL-Framework) on empowering marginalized communities, focusing on integrating legal and financial literacy as a means of socio-economic empowerment. Employing a systematic literature review and content analysis, the research scrutinizes peer-reviewed journals, official reports, and policy documents published from 2005 onwards. The methodology hinges on a comprehensive search strategy, with inclusion and exclusion criteria meticulously designed to filter relevant literature, followed by a thematic categorization and content analysis to distill key insights. Key discoveries reveal that legal and financial literacy are pivotal in enhancing the socio-economic conditions of marginalized communities, offering them the necessary tools to navigate complex legal and financial environments. The study identifies challenges such as digital divides and cultural barriers but also highlights opportunities through digital learning platforms and cross-sector partnerships. Strategic directions suggest leveraging technology, fostering community-based education, and advocating for policy support to integrate legal and financial literacy into broader educational frameworks. Recommendations are provided for practitioners, policymakers, and community leaders to develop culturally sensitive materials, support policy reforms, and mobilize local resources for sustainable literacy initiatives. The study concludes with a call for ongoing research into innovative educational methodologies, the long-term impacts of literacy programs, and the role of digital technologies in enhancing accessibility and effectiveness. This research underscores the transformative potential of legal and financial literacy in empowering marginalized communities and contributing to their socio-economic advancement.

An expanded chronic care management approach to multiple chronic conditions in Hispanics using community health workers as community extenders in the Rio Grande Valley of Texas

IntroductionThe synergistic negative effects of type 2 diabetes (T2DM) and hypertension increases all-cause mortality and the medical complexity of management, which disproportionately impact Hispanics who face barriers to healthcare access. The Salud y Vida intervention was delivered to Hispanic adults living along the Texas-Mexico Border with comorbid poorly controlled T2DM and hypertension. The Salud y Vida multicomponent intervention incorporated community health workers (CHWs) into an expanded chronic care management model to deliver home-based follow-up visits and provided community-based diabetes self-management education. MethodsWe conducted multivariable longitudinal analysis to examine the longitudinal intervention effect on reducing systolic and diastolic blood pressure among 3806 participants enrolled between 2013 and 2019. Participants were compared according to their program participation as either higher (≥ 10 combined educational classes and CHW visits) or lower engagement (<10 encounters). Data was collected between 2013 and 2020. ResultsBaseline mean systolic and diastolic blood pressure were 138 and 81 mmHg respectively. There were overall improvements in systolic (−6.49; 95% CI = [−7.13, −5.85]; p < 0.001) and diastolic blood pressure (−3.97; 95% CI = [−4.37, −3.56]; p < 0.001). The higher engagement group had greater systolic blood pressure reduction at 3 months (adjusted mean difference = −1.8 mmHg; 95% CI = [−3.2, −0.3]; p = 0.016) and at 15 month follow-up (adjusted mean difference = −2.3 mmHg; 95% CI = [−4.2, −0.39]; p = 0.0225) compared to the lower engagement group. ConclusionThis intervention, tested and delivered in a real-world setting, provides an example of how CHW integration into an expanded chronic care model can improve blood pressure outcomes for individuals with co-morbidities.

Exploring the Role of Non-Formal Education in Tourism Resource Management

AbstractThis study investigates the pivotal role of non-formal education in enhancing ecotourism resource management, aiming to elevate contemporary practices in the field. Utilizing a comprehensive methodology involving focus group discussions and expert interviews held at Parambikulam and Periyar Tiger Reserves of Kerala, India, the research employs latent content analysis to extract critical elements. The identified components of non-formal education programmes—education, awareness and interpretations—underscore their multifaceted nature within (eco)tourism destinations. Beyond unveiling strategies, the study scrutinises gaps in community interventions and their alignment with global mandates like the post-Aichi Target and Sustainable Development Goals (SDGs). Urging immediate action from policymakers, administrators and stakeholders, the research advocates for incentive-based mechanisms aligning with post-Aichi Target and SDG objectives. The study emphasises community-based non-formal education programmes foster community involvement and encourages social and cultural interventions. Significantly, these programmes contribute to biodiversity conservation by disseminating locally generated, authentic information. This research underscores the transformative potential of incentivized, community-driven, non-formal education, emphasising its crucial role in advancing local communities and global sustainability goals.