Contemporary Education Research Articles

Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation

ABSTRACT Contemporary education in Sweden is characterized by two parallel processes: the implementation of digital tools in the classroom, on the one hand, and an increased emphasis on brain-based learning, on the other. Proponents of the latter strand of ‘neuroeducation’ claim that digital media might have harmful effects on learning and cognitive development. How do they then deal with school digitalization? By examining popular science books by influential neuroscience actors in the Swedish educational context, this study identifies two diverging discourses where digital technologies are discussed both as distractions in the classroom and as promising tools for personalized and self-optimizing learning. This ambiguity reflects a cautious criticism against school digitalization as overhastly, a critique that is also emphasized in recent policy changes in the Swedish school system. The article concludes that the impact of brain-based perspectives on educational digitalization policy have positioned neuroscience actors as a new kind of digital experts.

A Review of Dogme Approach: Principles and Practices

As an emerging teaching approach, Dogme is proposed to protest against the over-reliance on coursebooks and technologies in language teaching and is compatible with a conglomerate of contemporary teaching approaches. According to Dogme, language teaching should not rely too much on teaching materials but should focus on communicative activities that could satisfy students’ actual needs and interests. In this paper, the theoretical principles of Dogme are briefly summarized by discussing the similarities and differences between Dogme and several contemporary teaching approaches, and then major studies on Dogme are reviewed and summarized by discussing its suitability. The findings are that (a) Dogme is more suitable for high-level second language learners, but findings about its suitability for low-level learners are inconclusive; (b) inexperienced teachers are unable to use Dogme exclusively, and it is more suitable for them to integrate Dogme’s principles into the traditional materials-based lessons; (c) the combination of Dogme and mainstream teaching methods in different educational environments is comparatively effective and is widely welcomed by teachers and students, and (d) studies on the suitability of Dogme in the technological era are still in its infancy, with limited research results. The previous studies on the universality of Dogme have failed to support each other. Therefore, further research is needed.

AN EVALUATION OF STUDENTS PROFICIENCY IN DIGITAL LITERACY AT ECONOMIC SUBJECTS

Contemporary education relies heavily on new technologies, which have an undeniable impact on learning and are considered a crucial component. In order to acquire technical skills relevant to the 21st century, students need to adapt to the evolving technologies. Education in digital literacy is essential, and as such, it ought to be included in the curriculum of all courses in educational systems. This study set out to assess the degree of digital literacy among students in a high school that placed a strong emphasis on economics, with a particular emphasis on the need for skill development in the context of a culture that values digital knowledge. In addition, the study used a framework derived from earlier research to assess the contribution of nine literacies to digital literacy. The investigation, which was based on a survey of 217 students, revealed that their levels of digital literacy ranged from average to high. The statistical study showed that every suggested literacy in the framework significantly contributed to digital literacy.

Examining the relationship between TPACK and STEAM through a bibliometric study

This research is a bibliometric study that focuses on publications containing both terms “technological pedagogical content knowledge” (TPACK or TPCK) and “science, technology, engineering, arts, and mathematics” (STEAM). The former addresses knowledge that teachers are expected to gain, whereas the latter addresses a new integrating subject field. Both terms dominate contemporary education research, especially in relation to technology and its impact on education. These two terms have been researched individually by bibliometricians. The aim of this research is to examine articles that combine these terms, as there seems to be a lack of such studies. With the help of the Scopus platform, 2,608 articles published since 2007 were collected and analyzed.

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

IntroductionThe prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues of teacher workload reduction and improvement of students’ learning environment, but it is also a socially relevant issue. The Multi-tiered Systems of Supports (MTSS) effectively mitigates some of these challenges in the education system and is recognized as a successful framework.MethodsTherefore, this single-case study examined the first two tiers of an MTSS developed in Germany (Multimo) to determine the impact of its implementation on 32 students with disruptive behavior. The first hypothesis propose that the implementation of Tier 1 can effectively decrease disruptive behavior among all students and the second one that assigning students to Tier 2 can provide an additional reduction in disruptive behavior. Data analysis included multilevel analyses with piecewise-multilevel models and the overlap index, the Nonoverlap of All Pairs, based on teachers’ direct behavior rating. All analyses focused exclusively on the outcome variable of disruptive behavior, which was estimated based on teachers’ daily behavior ratings.ResultsThe results of the study showed a significant reduction of disruptive behavior in elementary school students at Tier 1. Disruptive behavior decreased at Tier 2 as well but did not show a significant change compared with Tier 1.DiscussionThe study concludes that in the context of an MTSS, the Good Behavior Game and Daily Behavior Report Card can be used together.

The Leadership Role of the Teacher in Contemporary Education

The Leadership Role of the Teacher in Contemporary Education

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

Sanskrit in Modern Context: Exploring the use and revival of Sanskrit in contemporary society, including its role in education, literature, and arts

This research explores the use and resurgence of Sanskrit in modern culture with an emphasis on its functions in the fields of education, literature, and the arts. Over the ages, the spoken form of Sanskrit, an ancient Indo-European language famed for its religious, philosophical, and literary literature, gradually declined. However, in recent years, there have been persistent attempts by academics and enthusiasts to restore Sanskrit's importance in a number of fields. This study investigates the use of Sanskrit in contemporary education, including its use in colleges and universities, as well as the difficulties and possibilities associated with teaching and studying this ancient language. The research also looks at the impact of Sanskrit on modern literature and the arts, including classical dance, music, and theatre. Additionally, it explores the language's function in religious and philosophical discourse, illuminating its importance in the preservation and dissemination of spiritual and philosophical literature. The article examines Sanskrit's distinctive linguistic traits and its contributions to contemporary linguistic research, especially its importance in the reconstruction of Proto-Indo-European and comparative linguistics. The study also emphasises the role of technology in text preservation and dissemination, as well as the digital resources accessible for studying Sanskrit and exploring its literary riches. It emphasises the necessity for ongoing efforts to conserve and develop this ancient language as an important cultural and intellectual asset in the modern world by reflecting on the difficulties and chances for Sanskrit in the future.

From Hellerau to Here: Tracing the Lineage and Influence of Dalcroze Eurhythmics on the Family Tree of Theatre Pedagogy

Actor training in Western culture evolved as an oral tradition. Formal education appeared in the late-nineteenth century with the work of Konstantin Stanislavski. Despite its relatively brief history, the family tree of theatre pedagogy now consists of many contrasting branches. Several branches contain the creative and educational DNA of an approach to Western music education known as Dalcroze Eurhythmics. Emile Jaques-Dalcroze was a Swiss pianist and composer whose work at the Hellerau Institute near Dresden in Germany had a significant impact on the Modernist movements in theatre and dance, 1911–1914. Historical records show that this embodied method of music learning was disseminated by Hellerau graduates in drama schools and theatre companies around the world. This essay traces four branches on the family tree of theatre pedagogy that are directly influenced by Dalcroze Eurhythmics. These branches include the legacies of Stanislavski in Russia; Jacques Copeau and Suzanne Bing in France; Rudolph Laban and Yat Malmgren in Germany and England; and Sanford Meisner and Anne Bogart in the United States of America. This essay is written from the author’s perspective as an actor trainer and music educator in a higher education conservatoire. It offers historical contexts for contemporary pedagogies in actor training.

Contemporary Educational Perspective of Indonesian and German Students

Contemporary Educational Perspective of Indonesian and German Students

TEORI-TEORI PENDIDIKAN ISLAM DALAM PENDEKATAN NORMATIVE DOKTRINER, FILOSOFIS, SOSIOLOGIS, ANTROPOLOGIS, PSIKOLOGIS, DAN HISTORIS

This study aims to understand the various perspectives in Islamic education theories through doctrinal-normative, philosophical, sociological, anthropological, psychological, and historical approaches. Utilizing qualitative content analysis methods, this research examines the depth of Islamic education theory based on primary sources such as the Qur'an and Hadith, as well as their interpretations and implementations in the context of contemporary education. From a philosophical approach, this study investigates educational principles aimed at stimulating human intellectual and spiritual capabilities. Meanwhile, the sociological approach discusses the interaction of Islamic education with social dynamics, the anthropological approach focuses on cultural aspects, the psychological approach explores the development of personality and emotions, and the historical approach examines the evolution of educational practices in Islamic history. The findings of this study provide a multidimensional understanding of Islamic education that can serve as a reference for the development of curricula and teaching methods that align with Islamic values and the needs of modern society. The development of Islamic education theories should be holistic or comprehensive in order to educate human resources that are of high quality both scientifically and in terms of personality, as well as to promote a good quality of social life.

Theoretical and methodological principles of integrating CLIL and ESP in educational establishments in Ukraine

The article issues the questions of effective teaching both content and second language by integrating CLIL and ESP within the process of professional competence formation at Ukrainian universities – the challenges, prerequisites and perspectives of teaching content and professionally oriented skills through the English language. The authors provide a comparative analysis of the definitions and characteristics of content and language integrated learning (CLIL) and English for specific purposes (ESP) at the present stage of linguodidactics. The investigation is theoretically granted and issues the question of CLIL and ESP integrated principles application, and reflects the main scientific ideas and stages of implementation, the application of which makes it possible to modernize the system of professional training according to European standards. Regarding the integration of the CLIL and ESP approaches in the process of professional training at non-language specialties, the authors state that process of immersion into professional oriented environment facilitates the increase of learning outcome standards. Theoretical and methodological review of contemporary teaching approaches, its principles, advantages, challenges and effective ways of CLIL and ESP in Europe and Ukraine are analyzed. The usage of the methods of CLIL and ESP approaches are rational at different stages of professional education.

Refleksyjność w kontekście podmiotowości i sprawczości nauczyciela. Wnioski dla kształcenia nauczycieli

The article’s aim is to describe and analyse reflectivity as a desirable dimension of the professionalism of a contemporary teacher and the space of his becoming and development. It’s described on basis of author’s own research works and analyses, in reference to the so-called “reflective cognitive approach” in the social sciences, presented by Giddens, Sztompka, Bourdieu and studies and analyses on the basis of pedeutology (Czerepaniak-Walczak, Kwiatkowska, Mizerek, Klus-Stańska, Gołębniak). In this text, in addition to referring to the aforementioned trends and concepts, the approach of Margaret S. Archer is introduced, in which the three components of subjectivity, reflexivity and agency are closely related and determine the essence of man as a person. In this way, author exposes the issue of the teacher as a person. This perspective, along with the social approach, in the current conditions (due to their technological complications and global tensions), is particularly desirable. Meanwhile, these are neglected issues in Polish education policy; the teacher’s (technical) competence model (limited professionalism) does not seem to be enough while facing constant changes in the socio-political arena and in the media. They affect the axiological condition of teachers, cause their identity confusion, uncertainty, low sense of subjectivity, lack of strong legitimacy and trust in society. The article also addresses the issue of education to reflectivity as the basic subjective competence of the teacher, the quality of his person, education as a task of modern education and the education and professional development of teachers.

Leadership Traits in the Door of Opportunity and Teachers’ Perception of a Leader

The paper analyzes the attributes of a colonist or a leader in ‘The Door of Opportunity” aiming to investigate contemporary teachers’ perception of leadership characteristics: courage, intelligence, valuing oneself, knowledge, aesthetics sense and stereotype gender roles which are portrayed in “The Door of Opportunity”. It also focuses to evaluate the extent teachers are in line with the perception of leadership of the society presented in the story, and shown in Alban’s personality, the protagonist of the story. The study uses mixed method; quantitative and content analysis. Based on the results of the content analysis, a questionnaire is designed without referring to the story for the sake of objectivity. The results of the content analysis point out courage and masculinity as an important characteristic of a leader or colonist. The quantitative analysis through a questionnaire shows that a vast majority of the participants consider courage, intelligence, protecting people and good literary taste as positive leadership traits; while, feminine characteristics in male leaders and masculine features in female leaders are viewed negatively. The paper concludes that the participants’ views about stereotype roles of gender in a leader are somewhat compatible with Ann and the society’s perceptions in the text but incompatible with Alban’s stance on leadership qualities.

The Influence of J.A. Comenius’ Ideology on the Development of Slovak Pedagogy

Pedagogical opinions of J. A. Comenius and his unique reflections on the improvement of the society represent one of the main standpoints for the development of humanist pedagogy around the world. His concept of education as well as his ideas on how to resolve many of the world’s complex problems were at the time highly progressive and have influenced the society’s way of thinking in Slovakia as well. The credit for the popularisation of his ideas goes to many notable personalities in Slovakia in the 19th and 20th centuries. His ideas are still tangible in the process of contemporary teaching of pedagogues, from primary schools all the way to universities.

Implementasi Paradigma Integrasi Keilmuan dalam Pendidikan Islam

Islamic education is a study that is very relevant in every era. The reasons are, First, educators always involve humans as objects that are always dynamic. Second, there is a need for new innovations in education. Third, globalization demands that education must be open, follow the era, and be IT-based. Dynamic demands, innovation and creativity are challenges for the world of education. The Islamic Education System, which has been the guideline for the last period, actually still uses the Classical Education system. Educational reform by integrating Islamic education and neuroscience is the hope for the better. The effort is to reconstruct Islamic education according to its nature. The purpose of this study is to explain that Islamic education is starting to improve itself to restore the glory of previous educational developments, by reconstructing it by combining classical education and contemporary education by integrating neuroscience as a new foothold. This research is an interdisciplinary and qualitative research, namely library research. Sources of research data were referred to from literature in the field of Islamic education and neuroscience which were analyzed by content analysis. The results of the study show that hybridization in strategies and materials that are integrated into the use of neuroscience will produce a new learning that is easier for students to understand.

INVESTIGATING COMMUNICATIVE COMPETENCE AS A VITAL OF PEDAGOGICAL CATEGORY

The trends occurring in the sphere of contemporary education make the study of the issue of the development of communicative skills relevant. The unfettered development of a person, creative initiative, and student independence are the three areas where socioeconomic changes are influencing education. The subjectivity, individuality, and psychological readiness of secondary school pupils for intensive communication activity in the context of business communication, as well as the lack of sufficient scientific elaboration of this issue in pedagogy, determine the relevance of studying the process of formation of communicative competence. It is vital to perform educational research in this regard to identify efficient techniques for developing communicative skills.

Characteristics of an Exemplary Teacher in the Light of Prophetic Hadith

The societal progress of any community is undeniably intertwined with the vitality and dynamism of its education system. Education serves as the foundation for the acquisition of knowledge, values, and skills, enabling individuals to actively contribute to society. Over time, the educational system has witnessed significant advancements and achieved commendable milestones, ultimately striving for perfection. In the modern educational landscape, educational institutions and teachers have access to various educational methods, activities, rules, advanced equipment, and facilities that play a pivotal role in the teaching and learning processes.
 Islam, as a comprehensive and all-encompassing religion, has provided guidance for every aspect of life, including education. The Prophet Muhammad (peace be upon him) exemplified practical teaching methods that remain applicable and relevant even today. This article aims to briefly examine the teaching methods of an Exemplary Teacher employed by the Prophet Muhammad (PBUH) and elucidate their potential significance in the contemporary teaching process. By understanding and incorporating these methods, Muslim educators can enhance their pedagogical approaches, aligning them with the timeless teachings of the Prophet Muhammad (PBUH). This exploration will contribute to the ongoing discourse on effective instructional strategies and their harmonization with Islamic principles, thereby fostering a comprehensive and holistic educational environment.

The Effect of Pre-Colonial Ethnic Institutions and European Influences on Contemporary Education in Sub-Saharan Africa

Present-day education outcomes in Africa cannot independently be attributed to pre-colonial ethnic institutions, exposure to historical missionary activity or colonial rule. It is instead the complementarity or contention between these European influences and pre-colonial ethnic institutions such as political centralisation that result in education outcomes we observe today. Using geolocated DHS literacy outcomes for thirteen sub-Saharan African countries, our findings suggest pre-colonial political centralisation and European influences have heterogeneous effects on contemporary literacy, depending on the interaction between these institutions. This paper contributes to debates on colonial and pre-colonial ethnic influences on African development, moving beyond country-level analysis.

Decolonizing Research on the Carceral in Canadian Political Science

AbstractIn Canada, there is renewed attention to the violence experienced by Indigenous peoples in residential schools, by police, through hyper-imprisonment and child removal, in hospitals, and in the contemporary education system. All of these issues are interlinked and outcomes of the carceral state—defined as the policing, monitoring, surveillance, criminalization and imprisonment of people, especially Indigenous and other racialized peoples. In this article, I define and illustrate what the carceral state looks like in Canada. I articulate the current approach to studying the carceral in political science, note the paucity of research in the Canadian context and show where attention has been cast previously. I describe an improved approach to studying the carceral, arguing that a decolonized approach to studying the carceral must be relational and abolitionist, seeking to reduce and eliminate the use of carceral interventions.