Community Education Research Articles

“There's just a lot of numbers and I just want to have a drink”: The challenge of communicating the energy content of alcohol products

Various governments are considering the implementation of energy labelling on alcohol products as one element of obesity prevention policies. However, little is known about the most effective ways to communicate energy information to consumers. The aim of the present study was to explore consumers’ reactions to different energy information provision formats to assist the development of effective energy labels. Nine focus groups (n=83 participants) were conducted with Australian adults who reported drinking alcohol at least twice per month. Participants were exposed to an energy-only information label and labels displaying full nutrition information panels. A thematic analysis approach was used to identify key issues. While few participants were overtly enthusiastic about the mandatory display of energy values on alcohol products, there was general support for the provision of this information to assist those drinkers who could benefit from it. Substantial confusion was apparent as participants attempted to distil meaning from the provided information, particularly where it was expressed in terms of serving sizes and standard drinks. Full nutrition panels were especially problematic in terms of creating a health halo due to the nil or low values for multiple nutrients listed. This was especially notable for information relating to sugar content. Overall, there appears to be inadequate public understanding of the concept of dietary energy in alcoholic beverages and the various terms used to quantify its presence, which is likely to limit the utility of mandatory energy information provision requirements unless they are accompanied by effective community education.

Trends in atopic dermatitis prevalence among the Chinese population (1990-2021) with projections for 2022-2030.

Atopic dermatitis (AD) has the highest disease burden among all skin diseases. However, reports on AD prevalence trends in China are limited. This study aimed to investigate the time trends of AD prevalence in China from 1990 to 2021 and to explore the age and sex differences. Data were obtained from the Global Burden of Disease Study, 2021. We analyzed the annual percentage change in the crude prevalence rate and age-standardized prevalence rate (ASPR) of AD from 1990 to 2021 using the Joinpoint model. We predicted the future prevalence of AD from 2022 to 2030 using the Bayesian age-period-cohort model. The total ASPR decreased slightly from 1990 (1357.93 per 100,000) to 2021 (1347.11 per 100,000). The ASPR of females (1457.64 per 100,000) was higher than that of males (1247.04 per 100,000) in 2021. The prevalence rate of AD was highest in the under 5 years old age group (3455.56 per 100,000) and the 5-9 years old age group (3360.31 per 100,000). By 2030, the predicted ASPR of AD will be 1394.36 (per 100,000) in males and 1603.69 in females (per 100,000). The predicted prevalence rate in the under 5 years old (3996.14 per 100,000 in males and 3990.68 per 100,000 in females) and 5-9 years old (3714.61 per 100,000 in males and 3963.96 per 100,000 in females) age groups will be higher than those in other age groups. Despite a slight decrease from 1990 to 2021, there has been an increasing trend since 2015 in the total AD burden. Given the increasing burden of AD on Chinese children and females, healthcare practitioners should enhance community education, improve disease management abilities of patients and caregivers, and reduce the burden and healthcare costs of AD.

은유분석을 통해 본 「교사-원장(감) 관계」에 관한 예비 영유아 교사의 인식: 교육공동체의 관점을 중심으로

The purpose of this study is to examine prospective early childhood pre-service teachers' perceptions of the teacher-(vice)principal relationship using metaphor analysis, and to provide implications regarding the desirable teacher-(vice)principal relationship that prospective early childhood pre-service teachers should form from an educational community perspective. For this purpose, data were collected from November 30 to December 22, 2023, targeting 135 students majoring in early childhood education and child studies at a 4-year university located in G Metropolitan City. The collected data were analyzed according to an 8-step metaphor analysis procedure and the results were presented. As a result of the study, childhood pre-service teachers' perceptions about the teacher-(vice)principal relationship were characterized into three categories and eight subcategories. The three categories are: ‘Relationship between leader and follower walking the same path’, ‘Relationship of cooperation based on trust and respect’, ‘Relationship of imbalance of power’. The eight subcategories are: ‘relationship of providing and receiving support for the driving force of educational implementation’, ‘relationship of cooperation as a member of the early childhood education community’, ‘relationship of suggesting and following direction’, ‘relationship of giving teaching and receiving learning’, ‘relationship between the strong and the weak’, ‘relationship in which we are emotionally embraced and supported’, ‘relationship in which we trust and respect each other’, ‘relationship in which we are different but must maintain a balance’ This study is expected to provide basic data for education and research to establish an educational community culture in the early childhood education field.

도시형 집합주택의 교육환경 커뮤니티공간 선호도 연구

As interest in children's education grows in densely populated urban residential environments today, community spaces that meet the efficient educational environment needs of collective housing have become a key issue. This study examines domestic and international exemplary cases to review trends and current situations, and explores how cultural and social characteristics related to educational environments and community spaces are being applied in domestic cases and collective housing. Based on publicly available data, a literature review was conducted, followed by a survey analysis for frequency analysis. The results reveal that in order to enhance residential satisfaction through educational approaches, there is a necessity and importance for the design of educational community spaces that reflect local cultural and social needs. This highlights the demand for sustainable designs that can respond to contemporary needs.

여자교사체육교육공동체 원더티처의 결성과 활동 탐구

Purpose: The purpose of this study is to describe the formation of the female teacher physical education community called Wonder Teacher and the professional development activities of physical education classes and to find their meaning. Methods: Participants in the study selected four of the management teams that can give in-depth answers to the story of community formation and program planning and operation. Participation and observation, documents, and in-depth interviews were used for data collection, and a qualitative research method was used to describe the formation and activities of Wonder Teacher, analyze them inductively, and interpret them. Results: As a result of the study, Wonder Teacher was formed for solidarity and harmony of female physical education teachers. The wandering of female physical education teachers led to the birth of a community through the awakening of the truth that they were not alone. The main activities of Wonder Teacher were found to be practical training by subject, online open lectures, and sports clubs, and each activity was pursuing customization, inclusion, and Work-life Blending. The researcher derived the meaning of Wonder Teacher formed for solidarity and harmony of female physical education teachers and continued various activities as an ensemble. In addition, the necessity of forming a teacher learning community with various ages, genders, and motivations was suggested. Conclusion: The formation and activities of Wonder Teacher, which started with the wandering of female physical education teachers, is leading to the improvement of female teachers' professionalism in physical education. These are the directions for voluntary professional development activities of female teachers through the teacher learning community. It is expected that this study will present implications for the composition, operation, and support of the in-service teacher education and teacher learning community and serve as the basis for research on the female teacher learning community in the field of physical education.

Research on Mechanisms for University Connotation Construction and High-Quality Employment in the Context of New Quality Productivity

The introduction of the concept of new quality productivity has attracted a great deal of attention in the educational community. However, there is an urgent need to align it with policy orientation and advancements in science and technology moving forward. Colleges and universities themselves should be the leaders of advanced thinking and scientific and technological development, and play their due roles in line with the development of the times to provide quality and urgent talents and intellectual support. For this reason, this paper proposes that universities should consciously establish a set of regular operation mechanisms, namely, the linkage mechanism between “social demand” and “connotation construction,” and operate regularly under the guarantee of the system. This enables universities to lead or grasp the pulse of scientific and technological development, constantly improve the level of connotation construction, promote high-quality employment, and provide high-quality services for modernization and the great rejuvenation of the Chinese nation.

Preservice Teachers' Perceptions, Attitudes, and Challenges of Using Scratch as a Coding Tool to Foster Active Learning in Life Sciences Classrooms

In the contemporary educational landscape, integrating technology into teaching practices is crucial for promoting active engagement and learning, particularly in science classrooms. This study investigated preservice teachers' perceptions of using Scratch as a coding tool to enhance active learning in Life Sciences classrooms. Adopting a qualitative research design, the study used purposive sampling to select five preservice teachers with relevant Life Sciences teaching experience. Data collection involved semi-structured interviews and classroom observations, and thematic analysis was employed to examine the data. The study found that Scratch was perceived positively by preservice teachers as a tool that could foster essential twenty-first-century skills such as collaboration, problem-solving, critical thinking, innovation, and communication. Preservice teachers demonstrated varying levels of familiarity with and adaptability to Scratch, influencing their methods of integration into teaching. While the tool showed promise in engaging students and enhancing active learning, the study also uncovered significant challenges, including resource limitations, inadequate teacher support, and logistical issues such as load shedding. These findings underscore the potential of Scratch to support innovative teaching practices and develop critical skills in learners. However, they also highlight the need for improved resources and support structures to maximise the effectiveness of technology integration. The study offers valuable insights for curriculum developers, higher education institutions, educational communities, and teachers, emphasising the need for strategic interventions to address implementation challenges and optimise the use of Scratch in fostering 4IR skills and preparing students for future careers.

Barriers and Facilitators to Inclusive Education for Learners Who Are Deafblind: A Scoping Review

The case of Hellen Keller presents a great example of what a learner who is deafblind can achieve if provided with the appropriate educational accommodation in terms of content, environment, learning approach, instructional strategies, and teaching methodologies. However, access to education is not the reality for most learners who are deafblind due to their unique educational needs, owing to their dual sensory impairment. There has been an assertion that learners who are deafblind may not thrive in inclusive educational spaces, but there is a paucity of research to support or dispute this assertion. This scoping review explored what is documented in the literature on the barriers and facilitators to inclusive education for learners who are deafblind. A scoping review methodology using Arksey and O’Malley’s framework was employed. A search was conducted using six databases, including Science Direct, PubMed, Scopus Medline, ProQuest and gray literature, to identify publications focusing on the barriers and facilitators to inclusive education for learners who are deafblind. The findings from the scoping review suggest that the factors that influence the inclusion of learners who are deafblind in inclusive educational settings include the availability of educational settings; accessibility to the physical and social environment, and assistive devices; acceptability by peers and educators and the preparedness of educators; and the adaptability of classroom strategies. For learners who are deafblind to thrive in inclusive educational settings, transformational attitudes and intentional and specific strategies from multiple stakeholders are necessary. Therefore, the educational system, schools, peers and communities should be deliberate in putting in place specialized support and resources to accommodate the diverse needs of learners who are deafblind in all phases of their schooling life.

КОНЦЕПТУАЛЬНІ ЗАСАДИ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article presents the results of the research conducted by the working group of the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine on the conceptual statements of the digitalisation of the educational environment of the general secondary education institution, which can be used as a basis for the development of the corresponding Concept. The key principles of digitalisation of the school educational environment are highlighted (access to the Internet for all, personalised learning, use of innovative technologies, development of 21st-century skills, digital safety and ethics, continuous professional development of teaching staff, cooperation with stakeholders, systemic scientific and innovative support, adaptability and flexibility, shared management and participation). The strategic priorities of the conceptual foundations of the digitalisation of the school educational environment are outlined (digital educational infrastructure, digital competencies of pedagogical workers, new digital and educational technologies, cooperation and digital communication with parents and the community, cybersecurity of the educational institution). The conceptual and terminological apparatus has been clarified. The study analyses and describes the risks associated with the digitalisation of the school educational environment. Given the lengthy process involved in reviewing, discussing, and subsequently approving the project for the Concept of Digitalisation of the Educational Environment of the general secondary education institution as a regulatory document, the results of this study are now presented for the consideration of the educational and scientific community. These results can be used as scientifically based recommendations to guide the creation of other legislative acts related to the digitalisation of education. Additionally, the results can be considered during the development of the digitalisation policy of the Ministry of Education and Science. Studying international best practices for digitalising general secondary education can enhance the proposed conceptual framework. The findings can then be implemented to update professional development programs for educators.

집합주택의 공간계획을 위한 교육콘텐츠 선호도연구

This study investigated and analyzed literature and precedent cases of Korean and foreign multi-family housing to study the impact of integrating educational contents and space planning in collective houses on residents' lives. Based on the results, this study suggests directions for improving the educational environment in Korean multi-family housing that can increase residential satisfaction. The research methods used were surveys and in-depth interviews with experts. The collected data were subjected to frequency analysis using SPSS 28.0. The results of the survey, which was conducted through a structured online questionnaire, confirmed that resident demand-driven Educational program management can increase resident engagement and housing satisfaction, and highlighted the importance of building sustainable multi-family housing and educational community spaces.

Inclusión Educativa: Desafíos y Oportunidades para la Educación de Estudiantes con Necesidades Especiales

This article addresses the educational inclusion of students with special needs, a key issue in the human rights agenda and current educational policies. Through a literature review, the study examines the main barriers and opportunities for the implementation of inclusive practices, with special emphasis on the Latin American context. The objective is to identify the factors that limit and promote inclusion, particularly in terms of financing, infrastructure, teacher training and institutional coordination. The methodology employed consisted of the selection of empirical studies, theoretical reviews and key documents from international organizations to provide a critical analysis of the current situation of educational inclusion. Among the results, problems related to lack of resources, insufficient teacher training and limited adapted infrastructure are highlighted. The discussion focuses on how these barriers impact both academic performance and the socioemotional well-being of students, and suggests that inclusion is not only a right, but benefits the entire educational community. In conclusion, it highlights the importance of adjusting local policies and promoting research and the use of innovative technologies to ensure a truly inclusive education.

Can integrated community education reduce the risk of hypoglycaemia associated with glucose lowering medication in older persons living with diabetes and frailty?

Can integrated community education reduce the risk of hypoglycaemia associated with glucose lowering medication in older persons living with diabetes and frailty?

Community Education on Clean and Healthy Living Behavior (CHLB) Due to Urinary Tract Infections (UTIs) in Pregnant Women

Community Education on Clean and Healthy Living Behavior (CHLB) Due to Urinary Tract Infections (UTIs) in Pregnant Women

Level of Requirement of Al-Qur'an and Obligatory Islamic Knowledge Class (AOIKC) and Religious Primary School Education for the Islamic Community in Selangor Malaysia

Level of Requirement of Al-Qur'an and Obligatory Islamic Knowledge Class (AOIKC) and Religious Primary School Education for the Islamic Community in Selangor Malaysia

The Influence of Intercultural Communication by the Banua Niha Keriso Youth Commission on the Preservation of Nias Cultural Values in Tangerang City

This study examines the impact of intercultural communication by the Banua Niha Keriso Youth Commission (KNBK) on preserving the cultural values of the Nias tribe in Tangerang City. The research was conducted through a series of cultural activities, educational workshops, and dialogue sessions over six months, involving 150 participants from the Nias community. The findings reveal a significant positive influence of intercultural communication on the preservation of Nias cultural values, especially among the younger generation. The implications highlight the necessity of continuous cultural education and active community engagement to sustain cultural heritage in urban settings

Burden of chemical poisoning and contributing factors in the case of the Amhara Region, Ethiopia

BackgroundThis study aimed to evaluate the burden of chemical poisoning and its associated factors at the Chemical, Biological, Radiological, and Nuclear (CBRN) pilot surveillance sites in the Amhara region, Northwest Ethiopia. The analysis of burdens and contributing factors is intended to inform targeted interventions and enhance public health strategies.MethodsA cross-sectional study was conducted at TibebeGhionComprehensive Specialized Hospital(TGCSH) and FelegeHiwot Comprehensive Specialized Hospital(FHCSH) in the Amhara region of Ethiopia from June to November 2021. Data were collected using structured tools and analyzed with SPSS version 26. Descriptive statistics assessed the burden of chemical poisoning, while Chi-square analysis identified significant factors associated with the burden of chemical poisoning.ResultsThe study reported a total of 184 chemical poisoning cases at TGCSH and FHCSH in the Amhara region, with a case fatality rate of 17%. The most affected age group was 16 to 25 years, and females accounted for 60% of the cases. Geographic distribution showed that Bahir Dar had the highest incidence, contributing to 64.7% of the cases, while the South Gondar zone, particularly the Fogera district, accounted for 30.88%. Organophosphates emerged as the most prevalent toxic agents, responsible for 53% of the cases. Chi-square analysis highlighted several significant associations with a higher burden of chemical poisoning, including being female (X² = 4.463, p = 0.035), being 35 years or younger (X² = 4.629, p = 0.031), ingestion of rodent poison (X² = 4.154, p = 0.042), intentional poisoning (X² = 7.488, p = 0.006), and inhalation exposure (X² = 4.154, p = 0.042) and educational level (X² = 5.764, p = 0.016).Conclusions and recommendationsThe study reveals a significant burden of chemical poisoning in the Amhara Region, Ethiopia, with a 17% fatality rate, predominantly impacting young adults and females, particularly in areas with high pesticide use, such as Bahir Dar and South Gondar. Key issues include cases with no antidotes, inhalation exposure, and intentional poisoning. Recommendations: Implement stricter chemical regulations, limit pesticide sales, enhance community education on safe handling, and improve mental health support for high-risk groups. Develop sustained CBRN surveillance systems and conduct further research on regional disparities and chemical agent assessments.

How churches make education policy: the churchification of Hungarian education and the social question under religious populism

ABSTRACT Since 2010, Hungary’s authoritarian populist government has radically redefined church-state relations, promoting the governance narrative of building an ‘old-style Christian democracy’. Public education has been reconceptualised within a religious framework and outsourced to religious actors. This article explores how key religious organisations engage with the government’s religious populism and govern their expanding school networks. Given the immanent tension between nativist Christian-conservative identity politics and Christian teachings about the church’s social mission, I focus on how Christian church elites have engaged with the education of underprivileged communities. Four characteristic types of strategic involvement are identified based on church education policies and their legitimacy discourses concerning their (lack of) engagement with the social question. Despite using different approaches to navigate political pressures, both the nativist illiberal and inclusive liberal visions of religion and their corresponding policies have reinforced the structures of segregated education and legitimised the government’s education policy.

Training satisfaction and future employment consideration among physician and nursing trainees at rural Veterans Affairs facilities in the United States during COVID-19: a time-series before and after study

The coronavirus disease 2019 (COVID-19) pandemic limited healthcare professional education and training opportunities in rural communities. Because the US Department of Veterans Affairs (VA) has robust programs to train clinicians in the United States, this study examined VA trainee perspectives regarding pandemic-related training in rural and urban areas and interest in future employment with the VA. Survey responses were collected nationally from VA physicians and nursing trainees before and after COVID-19 (2018 to 2021). Logistic regression models were used to test the association between pandemic timing (pre-pandemic or pandemic), trainee program (physician or nurse), and the interaction of trainee pandemic timing and program on VA trainee satisfaction and trainee likelihood to consider future VA employment in rural and urban areas. While physician trainees at urban facilities reported decreases in overall training satisfaction and corresponding decreases in the likelihood of considering future VA employment from pre-pandemic to pandemic, rural physician trainees showed no changes in either outcome. In contrast, while nursing trainees at both urban and rural sites had decreases in training satisfaction associated with the pandemic, there was no corresponding effect on the likelihood of future employment by nurses at either urban or rural VA sites. The study’s findings suggest differences in the training experiences of physicians and nurses at rural sites, as well as between physician trainees at urban and rural sites. Understanding these nuances can inform the development of targeted approaches to address the ongoing provider shortages that rural communities in the United States are facing.

Acceptability of doxycycline prophylaxis, prior antibiotic use, and knowledge of antimicrobial resistance among Australian gay and bisexual men and non-binary people.

There is growing interest in novel sexually transmissible infection (STI) prevention strategies, including doxycycline post-exposure prophylaxis (doxy-PEP). We assessed interest in doxy-PEP and other STI prevention strategies among gay and bisexual men and non-binary people in Australia, as well as prior antibiotic use for STI prevention, and knowledge of antimicrobial resistance (AMR). We conducted a national, online survey in June-July 2023. Multivariable logistic regression was used to identify factors associated with the acceptability of doxy-PEP. Of 2,046 participants, 26.9% had been diagnosed with an STI in the previous year. Condoms were rated as an acceptable STI prevention strategy by 45.1% of the sample, STI pre-exposure prophylaxis by 54.0%, and doxy-PEP by 75.8%. Previous antibiotic use for STI prevention was reported by 7.5% of the sample, and 2.6% were currently using antibiotics for STI prevention. Over half the sample (62.1%) had some knowledge of AMR. Of those who knew something about AMR,76.2% were concerned about it. Interest in using doxy-PEP was independently associated with previous use of antibiotics for STI prevention (adjusted odds ratio 3.09, 95%CI = 1.78-5.35, p < 0.001), while those who were concerned about AMR were less interested in it (AOR 0.51, 95%CI = 0.36-0.72, p < 0.001). Doxy-PEP was highly acceptable to gay and bisexual men and non-binary people in Australia, and few factors distinguished between interest in using it or not. We recommend community and professional discussion and education about the effective use of doxy-PEP, AMR, and who would most benefit from doxy-PEP.

Beyond the classroom: the evolving spectrum of ESD research in Japan

PurposeEducation for Sustainable Development (ESD) has been robustly endorsed through policy mechanisms, prompting numerous context-specific voluntary initiatives in Japanese schools and communities. However, this field remains in its infancy. This study aimed to investigate the literature on ESD in Japan to reveal research trends, identify research gaps and propose areas for future research, from early childhood to higher and non-formal education.Design/methodology/approachThis study employed a qualitative design with a Systematic Literature Review (SLR) approach to analyze 88 peer-reviewed empirical studies on ESD in Japan from 2005 to 2023.FindingsThis study has revealed an observable increase in the number of ESD-related publications, especially after 2015. Most studies emphasize formal education, particularly from elementary school to universities. These articles were categorized into seven thematic foci, with “Pedagogical Approaches and Material Development in ESD” being the most prevalent. There has been an evident shift in Japan from traditional lecture-style methods toward learner-centered ESD pedagogies. However, the country lags behind the global education community in terms of research on and the implementation of Teacher Education for Sustainable Development and the Whole-School Approach.Research limitations/implicationsThe study is confined to peer-reviewed, empirical publications in Japanese or English, potentially overlooking significant non-empirical works and studies in other languages. This limitation could mean missing out on broader insights and perspectives. Furthermore, as a qualitative analysis, there's an inherent risk of bias in interpreting data and categorizing themes. These constraints suggest caution in generalizing the findings and indicate areas for further research, such as expanding the linguistic and methodological scope and enhancing objectivity in analysis.Practical implicationsThe findings suggest a pressing need for Japan to refine its approach to ESD, particularly in teacher training and school management, aligning more closely with global practices. For practical application, this involves adopting more holistic teacher education programs and school management strategies that integrate ESD principles comprehensively. Recognizing the unique challenges of Japan's educational culture is crucial for developing tailored strategies that not only follow global best practices but also resonate locally. These insights aim to guide meaningful interventions, promoting an education system adept at addressing sustainability challenges.Originality/valueCategorizing the literature into formal and non-formal settings and subsequently into seven themes offers a clear depiction of the research trends. A comparison of Japan's specific advancements and challenges in ESD with global trends, particularly in pedagogy, teacher education and institutional management, highlights the areas needing further exploration.