Conducive Learning Environment Research Articles

Policy responses to extreme heat and its impact on education: The Philippine experience

This paper investigates the experiences and impacts of extreme heat on the Philippine education system during the “summer” seasons of 2023 and 2024, drawing on publicly available data and news reports. It critically examines government responses to the unprecedented challenges posed by emerging extreme heat conditions as part of the new climate normal. Various policy measures were implemented by government agencies to mitigate the adverse effects on students and teachers, including face-to-face class suspensions, shifts to alternative instructional methods, adjusted class schedules, and discussions on returning to the traditional school calendar. However, significant gaps and challenges persist in these responses, underscoring the need for time-consistent policies focused on creating conducive learning environments. The establishment of heat response plans for educational institutions and the development of improved location-specific heat indices are essential to adapt to this new climate reality and minimize the disruption of educational activities.

Exploring Language Proficiency: Dynamics of Acquiring Arabic Speaking Skills from Stephen Krashen's Perspective At Islamic Universities

Understanding the dynamics of acquiring Arabic speaking skills is crucial in the context of Islamic universities, where language proficiency is integral to academic success and personal development. This study aims to explore the process of acquiring Arabic speaking skills from Stephen Krashen's perspective at two undisclosed Islamic universities in Indonesia. Using a qualitative case study design, the research employs interviews with lecturers and students as the primary data collection technique. The analysis is conducted descriptively, involving stages of data collection, reduction, presentation, and conclusion drawing. The findings reveal that Arabic speaking skills are acquired through two main approaches. Within the classroom, intensive learning is facilitated through a direct method emphasizing language practice, supported by a curriculum focused on daily themes and language reinforcement programs. Outside the classroom, students engage in active communication in Arabic in various environments, such as dormitories, mosques, and cafeterias, while participating in activities that support language acquisition. These factors, combined with student motivation and a conducive learning environment, significantly contribute to the acquisition of Arabic speaking skills. The study concludes that the different learning approaches at the two universities effectively enhance students' Arabic speaking proficiency. Key factors contributing to successful language learning include the presence of Arabic language environments, appropriate curricula, active learning methods, individual motivation, and practical experiences outside the classroom, such as internships or student exchange programs. The research suggests that educators and students should focus on creating immersive language environments and incorporating practical experiences to maximize language acquisition.

THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS TO WORK IN PRESCHOOL EDUCATION INSTITUTIONS IN THE UNITED STATES

This paper provides a comprehensive examination of the content of professional training for future educators preparing to work in preschool education institutions in the United States. It delves into various aspects of the curriculum, highlighting essential components such as child development theories, instructional strategies, assessment techniques, and classroom management practices that are crucial for fostering a conducive learning environment for young children. The study emphasizes the significance of integrating theory with practical experiences. It discusses how hands-on training, including internships and field placements, equips future educators with the skills needed to effectively engage with preschool children and adapt to diverse learning needs. Furthermore, the research underscores the importance of culturally responsive teaching, advocating for a curriculum that reflects the varied backgrounds of children and their families. Additionally, the paper explores the role of collaboration with families and communities, recognizing that strong partnerships are vital for supporting children’s holistic development. It discusses strategies for effective communication with parents and caregivers, as well as the importance of involving them in the educational process. By analyzing current trends and standards in early childhood education, including accreditation requirements and professional competencies, the paper aims to identify best practices for developing skilled educators. It also addresses challenges faced by teacher preparation programs and suggests ways to enhance the quality and relevance of training. Ultimately, this study seeks to contribute valuable insights into the ongoing discourse about teacher preparation in early childhood education, advocating for a well-rounded approach that equips future educators to meet the diverse and dynamic needs of young learners in the United States.

Shaping Young Minds: The Influence of Environmental Factors on Students Attitude

The study focused on how the environment influences primary school children's attitudes, thoughts, and behaviors. It looked at factors like family, school, and community settings, as well as physical characteristics such as climate. The study aimed to understand students' environmental attitudes and determine the impact on their feelings and behaviors, while also promoting knowledge and values for environmental protection. The study was descriptive, targeting primary school students in Lodhran district. A sample of 325 students was selected using random sampling. A 35-item questionnaire was used, and data was collected through self-effort. The validity and reliability of the questionnaire was ensured through pilot testing and experts’ opinions. The data was analyzed using frequency, mean score, percentage, and standard deviation. Overall, the study concluded that creating welcoming, supportive, and interactive environment in various settings was essential for fostering positive attitudes and self-confidence in primary school children. This study recommends that school heads and teachers should create a conducive learning environment to promote students' behaviors essential for their future lives.

Educators' Perspectives on Grade Inflation, Motivational Grading, And Emotional Responses

Aim. This study investigates the multifaceted nature of grading within the Albanian educational system, aiming to comprehend its complexities and impact on educators. It focuses on grade inflation, motivating grading practices, and educators' emotional responses, particularly during the COVID-19 pandemic. Methods. The research addresses educators' perceptions of grade inflation, strategies for motivating grades, and emotional experiences in assigning end-of-semester grades. Quantitative analyses are utilized to gather comprehensive insights. Data collection includes surveys and interviews with educators across various educational contexts. Results. The findings reveal significant difficulties for educators in assigning partially undeserved grades and providing motivating grades. Despite these difficulties, educators express pride in their grading practices. The study highlights the emotional landscape of grading, particularly the heightened stress during the pandemic. It also assesses educators' perceptions of grade inflation and its impact on the assessment system. Conclusions. Albanian educators face grading challenges, especially with undeserved grades and grade inflation, impacting their emotions. Support, localized strategies, and policy reforms are needed to enhance the educational experience and integrity. Practical application. The insights gained from this study can inform educators, policymakers, and stakeholders, fostering a conducive environment for learning, growth, and equity. The research emphasizes the importance of localized strategies to enhance the grading experience within the Albanian educational system. Cognitive value. This comprehensive approach contributes valuable knowledge to the discourse on educational grading practices in Albania. By exploring nuanced aspects of grading, the study sets the stage for meaningful discussions and interventions, addressing the unique challenges faced by Albanian educators.

Evaluation of the Effect of Thermal Comfort in PMV-Method Classrooms on Teacher Work Stress Levels in the Dry Tropics (Study at Beru Elementary School, Sikka Regency)

This study aims to evaluate the effect of classroom thermal comfort on the level of teacher work stress in a dry tropical region (Study at SDI Beru, Sikka Regency), using the PMV (Predicted Mean Vote) method. Thermal comfort, which includes temperature, humidity, and air flow, is very important to create a conducive learning environment. Temperature and humidity measurement data were collected using temperature and humidity measuring devices model GSP-6 and RC-4HC for a certain period. In addition to using PMV, this study also used Regression and Correlation data analysis using SPSS. The sample used was a saturated sample. The results obtained in this study indicate that based on the PMV calculation, it was obtained that the temperature and humidity in the classroom varied and often exceeded the ideal comfort range. This condition can increase the level of teacher work stress and reduce productivity, this is in line with the results obtained from the SPSS program obtained validity and reliability testing using SPSS software there are 50 valid and reliable statements, the results of the analysis show that there is a significant linear relationship between work stress and thermal comfort (F Linearity = 30.454; Sig Linearity = .000). Based on these calculations, it can be seen that the regression coefficient value of the thermal comfort variable (X1) is 0.498 with a positive sign at sig 0.000 which is smaller than 0.05, namely 0.000 0.05. The regression coefficient value of the thermal comfort variable (X1) of 0.498 indicates that there is a positive relationship between thermal comfort and teacher work stress. This means that every one unit increase in thermal comfort will be associated with a 0.498 unit increase in the measured variable (teacher work stress). The significance value (p-value) of 0.000 is smaller than 0.05 (0.000 0.05). This shows that the results are statistically significant. In other words, there is strong evidence to state that thermal comfort has an effect on teacher work stress. So it can be interpreted that thermal comfort has a positive effect on teacher work stress.

School Administrators Communication Skills on Teachers Performance in Government-Supported Secondary Schools within Butambala District, Uganda

Effective communication is essential in fostering a conducive learning environment within educational institutions. This study aimed at examining the connection of communication skills of school administrators on the performance of teachers within government-supported secondary schools of Butambala District. In Particular, the objectives were; to establish school administrators` and teachers` level of awareness about communication skills; analyze the impact of volume and tone on teachers` and examine the connection of active listening on teachers` performance amidst government-supported secondary schools within Butambala District. A cross-sectional research paradigm involving qualitative as well as quantitative approaches were employed. 86 respondents were utilized as the sample size for this study. The study revealed that a number of different communication skills have been adopted and utilized by the school administrators and teachers within the different selected government- supported secondary schools in Butambala District. The research uncovered that volume and tone has a statistically strong positive, significant impact on teachers’ performance among government-supported secondary schools of Butambala District. Additionally, the study found out an existence of a statistically strong positive, significant connection between active listening and teachers’ performance among government-assisted secondary schools within Butambala District. The study concludes that school administrators’ communication skills in form of volume and tone as well as active listening, has a statistically significant association with performance of teachers within government-assisted secondary schools amidst Butambala District. Therefore, a remarkable increase in the different forms of school administrators’ communication skills resultantly leads to an improvement in teachers’ performance among government-facilitated secondary schools of Butambala District. The study recommends that schools’ administrators should enhance their communication skills, thereby creating a more supportive, collaborative, and productive environment for teachers. Effective communication fosters trust, promotes engagement, and enhances overall teacher performance, contributing to a more successful school community in government-aided secondary schools in Butambala District.

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

The Relationship between the Actual Implementation of the "English for Iraq" Curriculum and Teachers' Intentions, and Perceptions in Iraqi EFL Preparatory Schools

This study investigates the intentions, perceptions, and actual implementation of an innovative English curriculum among preparatory school EFL teachers in Iraq. The research recognizes the growing importance of English globally and Iraq's efforts to enhance English language education and implement an appropriate innovative curriculum. However, the implementation of a new curriculum poses significant challenges related to teachers' knowledge, intention, and academic culture. The study focuses on understanding the relationship between curriculum intentions, teachers' perceptions, and the actual implementation of the curriculum. The study also explores how teachers' intention, culture, and other factors influence the implementation of the curriculum. Data were collected through a combination of vignettes, semi-structured interviews, classroom observations, and follow-up interviews with a random sample of 10 male teachers from 10 preparatory schools in Babylon Governorate during the 2023-2024 school years. The results indicated that teachers are enthusiastic about the new curriculum, but its effective implementation faces many challenges. Teachers recognize the potential of the curriculum, but suffer from insufficient materials and overcrowded classrooms that hinder optimal teaching and learning. The study emphasizes that in order to successfully implement the curriculum, through continuous professional development and strong support systems, there must be ongoing professional development and strong support systems, ongoing training programs can help teachers adapt to the new curriculum, and the provision of resources, teaching aids, and manageable class size can create a more conducive learning environment, leading to better learning outcomes.

Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self‐efficacy in Chinese vocational colleges

AbstractIn Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self‐efficacy and a need for greater teacher–student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self‐efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self‐efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first‐year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self‐efficacy were moderately positively correlated (r = .464, p < .01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = .368, p < .01) and self‐efficacy (r = .515, p < .01). The results highlight the instrumental role of teacher support in enhancing student self‐efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self‐efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment.

The impact of unfolding case studies combined with think-aloud strategies on the clinical reasoning and self-directed learning abilities of postgraduate students: A mixed methods study

AimTo conduct unfolding case studies and test their effectiveness in improving clinical reasoning, teamwork and self-directed learning among postgraduate students. BackgroundPostgraduate students, as advanced nursing professionals in clinical settings, are the driving force behind the rapid development of the nursing profession. Effective clinical reasoning is a fundamental nursing skill that postgraduate students must cultivate, having a direct impact on patient health outcomes. The development and usation of unfolding case studies, which reflect the evolving conditions of patients, combined with think-aloud teaching methods, can enhance postgraduate students' clinical reasoning abilities and foster communication and self-reflection, thereby achieving this goal. DesignMixed methods design. MethodsThe Nurses' Clinical Reasoning Scale and the Nursing Students' Self-Directed Learning Ability Scale were used to evaluate the clinical reasoning and self-directed learning abilities of nursing students. A qualitative exploratory design with a think-aloud interview technique was employed to explore the clinical reasoning process of nursing students in unfolding cases. Twenty-one nursing students completed the questionnaire survey. Data analysis was conducted using Wilcoxon signed-rank tests, Spearman correlations, regressions and inductive content analysis. ResultsAfter implementing the case study, there was a statistically significant improvement in students' clinical reasoning, self-directed learning and teamwork abilities. Think-aloud analysis revealed that the cognitive strategies most employed by students in clinical reasoning were 'Making choices', 'Forming relationships', 'Searched for information' and 'Drawing conclusions'. ConclusionUnfolding case studies combined with think-aloud strategies provide a conducive learning environment for postgraduate students, effectively enhancing their clinical reasoning and self-directed learning abilities.

What constitutes a conducive learning environment in VET?

What constitutes a conducive learning environment in VET?

Pengembangan Kreativitas Anak Sekolah Dasar melalui Program Seni dan Kerajinan Tangan di MI Miftahul Ulum

This social project aims to enhance the creativity of elementary school students at MI Miftahul Ulum through a program focused on arts and crafts. The program is designed not only to stimulate students' interests and talents but also to provide opportunities for them to explore their potential and create artistic and craft works that are relevant and applicable in their daily lives. This community service activity was conducted at MI Miftahul Ulum, located at Jl. Tlogo Wetan, Antirogo, Kec. Sumbersari, Kabupaten Jember, involving 30 students from the 2nd and 3rd grades. The method employed in this activity was a conventional approach, which combined direct practice with discussion sessions to enhance students' understanding and skills. The results indicate that the students participated enthusiastically and exhibited positive expressions, which supported the optimal development of their creativity. This outcome was influenced by the positive atmosphere and conducive learning environment, allowing students to be more open in expressing their creative ideas.

Optimizing the Role of Committees in School Facilities and Infrastructure Management

This research utilizes a qualitative approach to investigate the role of committees in infrastructure management at SDN 8 Salobulo, Palopo City. Adequate facilities and infrastructure are crucial for enhancing the quality of learning, but challenges related to coordination and management are often encountered. The study incorporates interviews, observations, and document analysis to explore (1) strategies employed by the committee in managing facilities and infrastructure, (2) specific actions taken by the committee, and (3) challenges encountered throughout the process. The findings indicate that enhanced communication, effective planning, and increased transparency have positively influenced the school's reputation, resulting in higher student enrollments and a more conducive learning environment. These results provide insights for other schools seeking to improve their infrastructure management to facilitate effective learning.

Influence of Power Supply Reliability on Academic Performance and Project Completion Rates of Architectural Students at Caleb University, Lagos, Nigeria

This study investigates the influence of power supply reliability on academic performance and project completion rates among architecture students at Caleb University. The research adopts a quantitative approach, using a structured questionnaire to gather data from a representative sample of students across BSc, MSc, and PhD programs. Of the almost 700 population, 255 were sampled and the findings reveal that power interruptions are a frequent and significant issue, with 85% of students experiencing outages at least once a week and 60% reporting outages lasting between 1 to 3 hours. These disruptions have a pronounced negative impact on academic performance, with 78% of respondents indicating that power outages have adversely affected their grades. Furthermore, 82% of students reported delays in project completion due to power interruptions, with a substantial number having to redo portions of their work due to unsaved progress. The study highlights a strong correlation between the frequency of power outages and the decline in academic performance, as well as the delays in project completion. Additionally, the psychological impact of these outages, manifested in increased levels of stress and anxiety among 70% of respondents, further exacerbates the challenges faced by students. The research concludes that reliable power infrastructure is crucial for academic success, particularly in technology-intensive disciplines like architecture. Recommendations include improving power infrastructure, implementing energy management strategies, developing contingency plans, enhancing student support services, and fostering collaboration with power utility providers. By addressing these issues, educational institutions can create a more stable and conducive learning environment, thereby enhancing students' academic outcomes and overall well-being.

Peran Keterampilan Dasar Mengajar dalam Meningkatkan Prestasi Siswa di SD

This research aims to analyze the role of basic teaching skills in improving student achievement. Basic teaching skills include the teacher’s ability to plan learning, manage the class, deliver material, and provide constructive evaluation and feedback. The research method used is a qualitative research method. The research results show that teachers who have good basic teaching skills are able to create a conducive learning environment, motivate students, and increase understanding of subject matter. Apart from that, these skills also contribute to improving students’ academic scores. The conclusion of this research confirms that the development of basic teaching skills is a key factor in efforts to improve student achievement. Therefore, training and professional development programs for teachers must be more focused on improving basic teaching skills to achieve optimal educational results.

Kepemimpinan Kepala Madrasah dalam Konteks Manajemen Berbasis Sekolah (MBS) pada MAN 13 Jakarta

This study aims to explore and analyze the role of school leadership in the implementation of School-Based Management (SBM) at MAN 13 Jakarta. In the era of educational decentralization, SBM is a model applied to improve educational quality through increased participation and accountability at the school level. The research method used is a qualitative approach with in-depth interviews, observations, and document analysis. The findings reveal that leadership at MAN 13 Jakarta plays a crucial role in mobilizing the participation of all stakeholders, including teachers, students, and parents, as well as in creating a conducive learning environment. Effective leadership at MAN 13 Jakarta is characterized by open communication, transparency in decision-making, and staff empowerment. Challenges faced include resistance to change and resource limitations, but these can be overcome through adaptive and collaborative leadership strategies.

Organizational Culture and Child-Friendly Schools: Insights for Early Childhood Education

This study explores how a conducive learning environment in P.A.U.D. affects early childhood development and public trust in schools. This study aims to identify critical factors that create a positive learning environment and provide practical recommendations for educators and policymakers. This study uses a qualitative approach with a case study method, where data are collected through in-depth interviews, observations, and documentation. The data obtained are analyzed using Milles and Huberman’s interactive analysis technique, which involves the process of data reduction, data presentation, and conclusion. The analysis results show that collaboration between teachers, staff, parents, and children is essential in building a supportive learning atmosphere and increasing parental trust in the quality of education. Emotional support from teachers and the active participation of parents in school activities have proven crucial in creating a conducive environment. The conclusion of this study confirms that a conducive learning environment not only increases children’s motivation and achievement but also strengthens the relationship between schools and the community. The main contribution of this study is to provide an effective strategy for developing collaboration between schools, parents, and the community to create an optimal learning environment.

Organizational Culture as a Catalyst for Literacy Development in Islamic Boarding School

Organizational culture in Islamic boarding schools plays a crucial role in improving students' literacy. Identifying the most influential cultural elements can help develop strategies to strengthen literacy skills among students. This study aims to analyze the role of organizational culture in promoting students' literacy in Islamic boarding schools. The research method used is qualitative, with a case study approach involving interviews, observations, and documentation. Data analysis using the Miles and Huberman model includes data reduction, systematic data presentation, and conclusion. The results of this study indicate that a conducive learning environment in Islamic boarding schools, strengthening sustainable literacy programs, effective collaboration with external partners, and developing values and norms by Islamic boarding school principles significantly contribute to improving students' literacy. These findings emphasize the importance of a holistic approach involving various aspects of organizational culture to achieve better student literacy outcomes. This study provides implications for Islamic boarding school management's importance in strengthening cultural elements that support literacy. In addition to providing new insights, this study contributes significantly to educational policies in Islamic boarding schools.

Learners’ Discipline Management by Teachers During Post-COVID Lockdown Among Selected Primary Schools in Mbale District Uganda

The study sought to examine the learners’ discipline management by teachers during post-COVID lockdown among selected primary schools in Mbale district. The study intended to identify the challenges teachers face when instilling discipline in learners during the post-COVID 19. To analyse different behaviour/ indiscipline among the learners. To identify ways to curb challenges among learners. The study adopted a qualitative research design and results were collected using a semi-structured interview guide as well as focused group discussions from selected schools in Mbale district. It used the Gordon theory of classroom management and A theory of discipline derived from Dewey’s theory of inquiry. Findings revealed that many learners had indiscipline behaviour when teachers gave them homework to copy and do at home. It was realized that some learners do come late to school, others are aggressive and disrespectful to teachers, untidy and leave school without permission while others are fond of talking in class. Teachers assume that one of the most challenging roles and the need for additional training and support to learners is to curb the indiscipline of learners to have a conducive learning environment. It was concluded that the sources of the behavioural changes were the family, the ministry of education being away from school and classroom management. The study recommended that learners should be given support in counselling by the parents, teachers, senior women and men, and head teachers to eliminate learning losses. Furthermore, projects can be formed to improve learners’ collaboration and be developed thus socially supportive activities and, the assigning of school responsibilities by school heads can be organized and socialization of learners can be enhanced and emphasized. In addition, formative training can be given to teachers and parents to curb the indiscipline of learners while at school and home and also rules for the management of behaviour should be clearly defined and reinforced.