Contemporary Educational Theory Research Articles

Existential Analysis in Theory and Practice of Education

Purpose. The aim of this article is to reinterpret the key ideas of existential analysis for contemporary educational theory and practice. Theoretical basis. The research used the following theoretical methods: analysis, synthesis, comparison, and generalization of the fundamental principles of existential analysis as one of the branches of modern psychoanalysis. Originality. The scientific novelty of the research lies in characterizing L. Binswanger’s existential analysis (Daseinsanalysis) and V. Frankl’s logotherapy for their subsequent implementation in pedagogical theory and practice. It emphasizes that the principles of existential analysis in education aim to assist children in finding goals and learning motivation in a rapidly changing world. It is proven that existential analysis focuses on the idea of returning to the traditional view of the educator as a guide for children on their path to self-realization and self-discovery. Conclusions. The study concludes that "existential communication" between teachers and students helps the latter to go through new life experiences, make sense of them, and plan their future prospects. The ideas of existential analysis encourage the consideration of the ethical component in pedagogical practice, aimed at anticipating possible life risks, choosing ways to achieve plans, accepting the limitations of desires, and explaining the reasonable enjoyment of life without excessive indulgence. To achieve this goal, recommendations are provided on how to work with children’s motivation, the need to teach students to determine their place in the system of social relations and choose a profession to serve the truth and people.

Exploring the foundations of Ziran-oriented education: Insights from traditional Chinese philosophy

In contemporary educational theory, the concept of ‘nature’ has been restricted to the ‘inner nature’ of humans, reflecting Western philosophy’s focus on introspection and essence. This shift has excluded the ever-growing natural world from the realm of inner nature, relegating it to an external entity and creating a divide between human nature and the natural world. This division has led to educational challenges because of the lack of references for self-reflection and guidance from the spirit of naturalness. In contrast, traditional Chinese philosophy does not view ‘Ziran’ (often translated as ‘naturalness’) as a separate or dichotomous concept like Western ‘nature’. Instead, Ziran encompasses all things in the world as harmonious entities that embody the metaphysical Dao and spiritual essence. This holistic perspective represents the highest form of existential wisdom, bridging Dao’s realms and human experience and, guiding education toward spiritual transcendence. Ziran thus offers a fundamental value system for education, emphasizing relevance, process, and life-serving practices as essential models because of its enduring vitality.

Science teachers’ perspectives and prior practices for science centre visit: strategies development

In ongoing science education, utilising informal learning environments such as science centres has emerged as a crucial strategy to enhance learners’ engagement and understanding of complex scientific concepts. However, despite their evident benefits, out-of-school learning environments often fail to produce lasting improvements in learners’ understanding of scientific concepts, largely due to inadequate integration with classroom teaching and a lack of strategic planning. This qualitative study, grounded in a moderate constructivist framework, investigates the perspectives of high school science teachers regarding the significant influence and strategic optimization of science centre visits. Through interviews and document analysis, informed by thematic analysis methodology, the study examines teachers’ perceptions and their prior practices when visiting the science centre. Teachers articulate a compelling narrative of how science centre visits serve as catalysts for active, experiential learning, and bridging the gap between theoretical knowledge and practical application. Furthermore, the study identifies and describes five strategic imperatives aimed at enhancing the effectiveness of science centre visits in science education. These imperatives encompass pre-visit curriculum integration, differentiated learning activities, teacher-led guided exploration, parental involvement, and continuous evaluation and improvement. Grounded in constructivist principles and contemporary educational theories, these strategies offer an inclusive framework to enrich learners’ learning experiences, cultivate their scientific curiosity, and foster a profound and enduring appreciation for the details of science. These findings highlight how crucial it is for teachers to have access to continual professional development opportunities and institutional support to enable them to fully utilise the pedagogical potential of science centre visits in science curricula.

METHODOLOGY OF WORKING ON THE SPELLING OF PRONOUNS IN PRIMARY CLASSES

The significance of mastering proper nouns and their spelling in primary education is a critical area that warrants focused pedagogical strategies. General Background: Proper nouns serve as foundational elements in language acquisition, yet they are often overlooked in traditional curricula. Specific Background: This oversight presents challenges in developing students' literacy skills, particularly in recognizing and correctly spelling proper nouns. Knowledge Gap: Existing literature lacks comprehensive methodologies that blend theoretical approaches with practical exercises tailored to primary learners. Aims: This article aims to present innovative strategies for teaching proper nouns and their spelling, highlighting effective instructional methods and exercises. Results: Through the implementation of targeted activities and assessments, the findings suggest significant improvements in students' spelling proficiency and overall engagement with language tasks. Novelty: This study contributes a unique framework that integrates contemporary educational theories with hands-on practices, fostering a more interactive learning environment. Implications: The insights garnered from this research underscore the necessity of revising teaching methodologies to prioritize the spelling of proper nouns, ultimately enhancing literacy outcomes in primary education. By addressing the identified knowledge gap, this article serves as a resource for educators seeking to enrich their instructional practices and support students in mastering essential language skills.

Industrial Accident Prevention Training with Time Travel Prevention Games: Adaptive Personalized Story Experiences by Artificial Intelligence

Industrial accident prevention is a problem of societal relevance. It is worth the investment of contemporary education theory and up-to-date information and communication technologies including Artificial Intelligence (AI). Apparent deficiencies of AI that is based on Large Language Models (LLMs) und Generative Pre-trained Transformers (GPTs) bear abundant evidence for the need of going beyond the limits of sub-symbolic AI. Game based training is attractive to practitioners and advantageous over conventional educational methods. There is developed, implemented, and applied the original concept of time travel prevention games. The approach is generic and applies to other domains such as crime prevention and health care as well. The key idea is interactive story engagement that allows, if necessary, for virtual time travel to impact the fate. Trainees experience stories of success. Digital storyboarding is an AI design methodology derived from approaches to dynamic plan generation. Technically, a storyboard is a hierarchically structured family of graphs. Semantically, it determines a potentially infinite space of different stories. Single stories unfold at execution time, i.e. during game play, dynamically in response to human activities and environmental conditions. The game AI analyzes the history of game play represented as a string of actions and events. Operationally, string processing, counting letters in strings, finding properties of strings, and the like is key. The prepared alternatives of unfolding game play represent the interdisciplinary designer team's intelligence based on domain knowledge, education theory, learning psychology, game design principles, VR technology, and the like. The storyboard is the place where AI resides. Keywords: industrial accident prevention, prevention training, time travel prevention games, education theory, Artificial Intelligence, sub-symbolic AI, symbolic AI, adaptivity, play state, game state, storyboarding, storyboard interpretation technology

An Interfaith Perspective on Multicultural Education for Sustainable Development Goals (SDGS)

Objective: This study aims to explore the contribution of interfaith perspectives in multicultural education to the achievement of the Sustainable Development Goals (SDGs). The focus is to develop a deeper understanding of how religious values can strengthen tolerance, social cohesion, and peace among students. Theoretical Framework: This study uses a multicultural educational framework and an interfaith perspective as its theoretical foundation. Multicultural education is seen as an important strategy to promote respect for diversity, while an interfaith perspective contributes fundamental moral values to sustainable social development. Method: A qualitative analysis of content technique is employed in the study to analyze Hadith and Quranic texts and lessons. To find themes and subjects about interfaith dialogue and multicultural education, the texts are methodically classified and categorized. Results and Discussion: This research results in a deeper understanding of best practices and challenges in integrating interfaith perspectives in multicultural education. The results show that the integration of religious values can effectively strengthen understanding and appreciation of diversity, as well as support the creation of an inclusive and harmonious educational environment that contributes to the achievement of the (SDGs). The study also offers practical recommendations for educators and policymakers to improve the implementation of multicultural education based on interfaith values. Research Implications: Policymakers, educators, and interfaith workers should take note of the study's significant ramifications. It provides a framework for multicultural education with a strong religious foundation that may be utilized to develop inclusive lesson plans and teaching techniques. Originality/Value: The interdisciplinary approach of this research, which blends Islamic religious teachings with contemporary educational theories, makes it distinctive. It adds something unique to the continuing conversation about diversity and inclusivity in education by providing an Islamic perspective. The study is important because it has the potential to change educational practices and regulations, which will help different groups have more inclusive and respectful learning environments.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

The Gospels and Educational Leadership: Still Fascinating?

This exploration was inspired by the fact of the various studies both on the gospels and educational leadership, as well as the researcher’s interest in educational leadership. The study did not explore these concepts from a theological or biblical perspectives of leadership in the gospels, but rather takes an explanatory stance on how the researcher interprets different leadership events in the gospels when compared with contemporary educational leadership theories. In particular, taking into consideration the models of educational leadership as suggested by Bush and Glover (2003, 2014) as valuable contemporary typologies. The study delves in the role of Jesus as a leader and the role of leadership in the New Testament, leadership in general with further emphasis on educational leadership. The study was explored using desk research by gathering information and insights from various scholars and analysing them to interpret the correlation between leadership, in particular leadership in the gospels with contemporary educational leadership concepts. The study suggests that there is much more to be explored but there is much in common with leadership theories dating back around 2000 years with today’s typologies.

Merancang Struktur Konsep Pengembangan Bahan Ajar PAI dengan Mengadaptasi Beragam Sumber Informasi Hasil Riset Termutakhir

The development of teaching materials in Islamic Education (PAI) is crucial to facilitate effective learning experiences. This paper outlines a structured conceptual framework for designing PAI teaching materials by integrating various up-to-date research findings. The framework is informed by contemporary educational theories and pedagogical practices, aiming to enhance the quality and relevance of PAI instruction in diverse educational settings. By synthesizing recent research on learning styles, cognitive processes, and instructional strategies, the proposed framework emphasizes the importance of incorporating interactive and engaging elements into PAI materials. Furthermore, it advocates for the integration of digital technologies to cater to the preferences and needs of modern learners. The conceptual framework presented in this paper serves as a guide for educators and curriculum developers in creating comprehensive and effective PAI teaching materials that promote meaningful learning outcomes and foster a deeper understanding of Islamic principles and values.

The Original Technicality of the Human Being

In this article I present the thesis of the original technicality of man proposed by the French philosopher Bernard Stiegler, who passed away in 2020. Stiegler's thought is undergoing continuous re-elaboration due to the singularity of the proposed theses deriving from studies of contemporary anthropology and philosophy. The research method used is subjective-argumentative and interpretive. Reading Stiegler's texts lends itself well to a functional interpretation of the thesis according to which digital technologies are natural prostheses for 21st century students. With the subjective-argumentative methodological approach I can reach a specific goal: demonstrating how the use of digital devices is to be considered an educational asset starting from Stiegler’s philosophy. He makes us understand how the original technicality is decisive for cognitive development. Moreover, the subjective-argumentative approach, as little objective as it may be, offers the flexibility to support a contemporary educational theory such as George Siemens’ Connectivism.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

Interpretation of the Problem of Educational use of Aesthetic Views of Eastern Thinkers in Pedagogical Research

The article discusses the issue of learning from the moral, aesthetic, didactic and philosophical views of Eastern thinkers, their research from a mystical, pedagogical, didactic, axiological point of view. Thoughts are expressed about the fact that our spiritual heritage, which has been preserved and developed over the centuries, serves as a program in the education of a perfect human being. This paper delves into the interpretation of the problem concerning the educational utilization of aesthetic perspectives from Eastern thinkers in pedagogical research. It addresses the growing interest in integrating Eastern philosophical aesthetics into educational practices and examines the challenges and opportunities associated with this endeavor. Drawing on a comprehensive review of existing literature, this study explores various Eastern philosophical traditions, such as Taoism, Confucianism, and Zen Buddhism, to elucidate their unique perspectives on aesthetics and education. Additionally, it critically analyzes the implications of incorporating these perspectives into pedagogical frameworks, considering factors such as cultural context, educational goals, and practical implementation strategies. By synthesizing insights from Eastern thought and contemporary educational theory, this paper offers valuable reflections on how educators can effectively leverage Eastern aesthetic views to enrich teaching and learning experiences in diverse educational settings. The findings contribute to a deeper understanding of the intersection between Eastern philosophy and pedagogy, paving the way for further research and practice in this burgeoning field.

Antifascism as an educational question and openness as a meta-value

Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to (anti)fascism as a historical phenomenon. Focusing, in particular, on the Italian scene, a distinction is established between antifascist education and education for antifascism. While understanding the concern of the scholars who appeal to a more strictly historical use of the category “(anti)fascist,” the article vindicates the significance of the idea of antifascist education broadly understood, by drawing upon Umberto Eco’s notion of Ur-fascism. In this endeavor, some key tenets of two Italian thinkers—Aldo Capitini and Guido Calogero—are marshaled and three main ideas are pinned down as representing the tripod of antifascist education: “openness,” “the ulteriority of Thou” and a “non-imperial understanding of truth.” The engagement with Capitini’s religious—but non-confessional—approach indicates a view of antifascist education in religious and existential terms, this perspective possibly being more topical than ever in contemporary scenarios.

Motivational Dynamics in Education: Exploring Current Learning Theories

This article explains the dynamics of motivation in education with an emphasis on contemporary learning theories. Motivation is identified as the main psychological factor that influences the learning process. This article also discusses contemporary educational theories, such as constructivism, connectivism, self-determination theory (SDT), and social cognitive theory. This research uses a literature study methodology to analyze concepts and determine their implications for student motivation in an educational context. Research findings show that SDT theory prioritizes autonomy, social competence, and interpersonal relationships as key components for increasing student motivation. In education, Social Cognitive Theory emphasizes observation and modelling, while Constructivism advocates active learning and the relevance of material to students' daily lives. Especially in the digital era, connectivism emphasizes the importance of information networks and collaboration in education. Integrating key aspects of these theories can provide a foundation for responsive and holistic learning strategies, creating learning environments that are stimulating, relevant, and motivating for students across the educational spectrum.

Theoretical and Empirical Models of Organizational Learning Processes in Knowledge Management

Introduction. This study undertakes a comprehensive exploration of existing instructional organizational models, spanning various disciplines within contemporary educational theory and knowledge management practice. The core objective is to propose an all-encompassing model tailored specifically to the preparation of future educational managers. This model places a significant emphasis on integrated educational strategies, further enriched by the integration of organizational learning processes in the context of knowledge management.
 Aim and tasks. This study critically examines established models of organizational learning processes with the goal of developing a tailored model for training future educational managers. The goal is to equip aspiring educational managers with integrated didactic skills based on analyses of existing educational models that include concept analysis, model evaluation, and theoretical framework establishment.
 Result. Organizational learning principles drive data-driven refinement, collaborative cross-disciplinary strategies, and leadership development. Sharing best practices enhances strength, whereas iterative feedback processes mitigate its limitations. This dynamic framework encourages adaptable education, fostering continuous improvement in teaching methods, curricula, and managerial training for a sustained educational evolution. Leveraging insights from existing models, the primary aim is to establish an instructional framework that seamlessly integrates a diverse range of content. Notably, the suggested model for training educational managers integrates teaching methodologies, character development, and methodological support for cultivating cultural learning skills, all underpinned by organizational learning processes within the domain of knowledge management. Furthermore, this integrated model incorporates progressive learning objectives that progressively increase in complexity and span the methodologies and resources employed to ensure effective learning outcomes based on comprehensive feature assessment techniques that gauge understanding and competencies.
 Conclusions. This study navigates the landscape of models, culminating in the proposal of an integrated framework that caters to comprehensive aspiring training. This model facilitates the harmonious amalgamation of various subjects, and proficiencies introduce organizational learning processes within the domain of knowledge management. By fostering a multidisciplinary and holistic approach, this model equips future educators with the multifaceted demands of modern primary education while adequately managing knowledge within their organizational contexts.

Reevaluating Plato’s legacy to education: an introduction to the suite

Abstract Plato scholarship in education is currently experiencing a marked renaissance. In the last half decade, dozens of articles have been published in the journals of philosophy of education that engage with Plato’s educational vision, and several book-length treatments have appeared at major publishing houses alongside these articles. From one perspective, this development might seem surprising, even baffling. Plato, as we hear from countless, seemingly reliable sources, is a metaphysician par excellence. He believes in a dubious realm of forms that somehow stands above or behind the things we see in the world. He claims that all learning is ultimately recollection from a time in which our soul resided in this realm, before it was infused into our bodies at birth. He is a trenchant critic of democracy. Given these credentials, it would seem that Plato has very little to say to us in post-metaphysical democratic societies and especially to teachers who hope to have a bit more success than Socrates. And yet the authors of the aforementioned works on Plato argue the very opposite. Plato is an indispensable conversation partner for contemporary educational philosophy and theory, they maintain, and overlooking his insights would seriously impoverish our conceptions and methods of education. This suite of papers aims to provide a helpful overview of the contemporary debate concerning Plato’s educational legacy and show that it provides important guidance for educators today.

The Development of Islamic Religious Education and Character Materials Online Based in Elementary Schools

Purpose: The purpose of the study is to find and develop teaching materials for improving the outcomes of student learning in the subjects of Islamic Religious Education and Moral Character (PAdB) in Elementary Schools (SD). Theoretical reference: The study utilizes the research and development (RnD) method as its theoretical framework. This method encompasses various research stages, including result examination, product development, testing, and iterative refinement. The study aligns with contemporary educational theories emphasizing the use of innovative teaching materials and online-based resources to enhance student engagement and understanding. Method: The research employs the RnD method to design and validate new teaching materials. The process involves multiple stages, starting with result analysis, leading to the creation of online-based teaching materials for the PAdB subjects in elementary schools. These materials are rigorously tested and refined based on feedback and identified weaknesses. Results and Conclusion: The following research findings have been identified: 1) students are actively involved in variations and innovations of online-based teaching materials in PAdB subjects in elementary schools in order to deliver intriguing experiences for students; 2) it is straightforward to access online-based teaching materials; 3) it is simple to understand and study material products in online-based teaching thoroughly; 4) providing learning opportunities for students through collaborative principles and the development of online-based PAdB learning material in elementary schools. Implications of research: The study's implications are far-reaching. It highlights the effectiveness of online-based teaching materials in improving student outcomes in PAdB subjects. This finding has practical implications for educators and curriculum designers, emphasizing the importance of integrating digital resources into elementary school education. Additionally, the collaborative learning approach introduced through online materials opens new avenues for enhancing student engagement. Originality/value: This research contributes to the field of education by presenting an innovative approach to teaching materials development and implementation. The use of online-based resources, combined with collaborative learning principles, is a novel and valuable strategy for improving student performance in PAdB subjects. This study's originality lies in its innovative pedagogical approach and its potential to transform elementary school education positively.

Situating computational empowerment in formal education: A multi-perspective view

Digital literacy and respective education are of growing interest in our increasingly digitalized world. Recent works stress the importance of aiming beyond the acquisition of corresponding technical competences and call for fostering children’s empowerment and participation in digitalization. Computational Empowerment (CE) pursues that goal through a creative and reflexive participatory design approach. However, remaining conceptual vagueness with regard to what CE entails may hinder its implementation in formal education.This paper addresses this gap, with the aim to demonstrate what is needed to advance CE’s position in this context. To this end, we elaborate on our understanding of CE’s vision, approach and impact. We then examine CE in the context of formal education, and contrast it with selected contemporary educational theory and practice. Specifically, we position CE in relation to an established learning framework (Bloom’s revised taxonomy), educational policy (DigComp) and practices in the classroom. This is complemented by an analysis of four different projects: we present lessons learned in the context of pedagogical interventions and take a closer look at the accompanying empowerment processes. As a result, this paper provides a foundation to make CE’s ideas more tangible and, thus, actionable, for researchers, policy makers and educators.

Relevansi Pemikiran Ibnu Khaldun Tentang Pendidikan Terhadap Pendidikan Kontemporer

This study was conducted to describe the relevance of thinking about education as outlined by Ibn Khaldun with contemporary educational theory. This study uses a literature study approach in exploring the relevance of thinking about education as outlined by Ibn Khaldun. In general, the goals of education put forward by Ibn Khaldun contain the principle of balance (tawazun) which means that the goals of education are not only oriented towards happiness in the world but happiness in the hereafter, and education as a result of experience must show changes, especially from human behavior. itself. And changes in students are not only from knowledge, but as a whole both changes in behavior (morals), habits, skills, knowledge, and skills. So that students are able to interact socially well anywhere and with anyone. This is equivalent to the theory of humanistic learning. It is the same with contemporary education that the purpose of education is to achieve the success and happiness of humans in the hereafter, whether it is related vertically to Allah SWT (hablun minallahi), horizontally with humans (hablun minannasi), with nature (hablum minal alam), as well as with oneself. himself (hablun minannafsi). In this case also Abdurrahman Mas'ud has offered the concept of religious humanism, which if realized in the world of Islamic education will be centered on common sense. And the achievements in education must reach three aspects including cognitive, affective, and psychomotor aspects

Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Contemporary educational theory and practice increasingly emphasise the importance of integrated education in creating the conditions for success for primary school students. In Lithuania, as part of the 2020–2024 curriculum update and the development of general curricula, integrated education is highlighted as one of the priorities for achieving harmony between pupils’ academic achievements and the development of general competences, as well as the creation of a favourable emotional environment for pupils. This creates a strategic perspective on the content of education. However, there is a lack of research and insights into how such practices can be developed smoothly. For this reason, our research was carried out by targeting one of the Francophone institutes in southern France, which has successfully implemented an integrated education practice that enables learning for every pupil in the primary grades. The study analysed the context, i.e. the concept of the educational institution’s activities, which shows what should be done and how it should be done in order to achieve the quality of integrated education. In addition, the data were obtained through semi-structured interviews with 4 teachers at the Institute with experience in integrated education. Qualitative content analysis was used to inductively search for answers describing the essence of integrated education, the most important processes to reflect on before engaging with pupils, and to deductively identify how certain elements contribute to creating the conditions conducive to integrated education and pupils’ successful learning.