Context Of Education Research Articles

The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)

This study aims to assess the impact of Continuing Professional Development (CPD) training on the teaching competence of English language educators at application-oriented universities in Henan, China. By employing a systematic literature review and bibliometric analysis, the study gathers and evaluates relevant data to understand the current state of CPD in English language instruction within this specific geographical and educational context. The research analyzes previous trends and their effects, identifying key areas for future refinement and targeted development. The study provides significant insights and practical implications for enhancing English language teaching competence through CPD in Henan and within the broader educational landscape of China. The findings indicate that recent publications from 2022 to 2024 have a limited citation impact, suggesting a lack of studies specifically addressing CPD’s role in English language training. Addressing this gap will help in the development of customized CPD programs for application-oriented universities, aligning with China’s strategic goals to improve English proficiency and promote international business and technological capabilities. The study also highlights that CPD research often draws insights from psychology and medical training, implying that a multidisciplinary approach can enhance the effectiveness of CPD for English language instruction. The relatively declining citation impact of Chinese educational research compared to European studies underscores the need for Chinese institutions to strengthen global collaborations and publish important findings in accessible journals to increase the global visibility and influence of their CPD advancements.

National System of Education and Challenges of the Field Education Two Decades After Its Institution as a Modality

Objective: To establish interrelations between the current context of the school education offered to the countryside people in Brazil - the Education of the Countryside - and aspects of the inconclusive process of consolidation of the National Education System. Theoretical Reference: Contributions are adopted by authors who analyze the issue of Rural Education from counter-hegemonic perspectives and establish interrelations with political, economic and cultural aspects, in local, regional, national and/or transnational contexts. Method: It is a bibliographical and documentary study, based on academic productions representative in the debate of the area and federal documents related to the Education of the Field. Results and Discussion: Starting from an analysis of the historical process of national education, it is concluded that the educational policies implemented in the present day by different federated entities undermine the right to education of the peoples of the countryside and make unfeasible the process of building an effective and democratic National Education System, after more than two decades of the institution of the Education of the Countryside as a modality of school education, a fact that negatively affects or makes unfeasible the effectiveness of the right to contextualized education for the schools of the countryside, as determined by federal legislation. Research Implications: This study aims to contribute to discussions about Field Education, a pressing and current theme, which demands more research in order to provide data to broaden its understanding, both from the perspective of past and present time.

Supporting and engaging with Pacific learners: a higher education development workshop for tertiary staff

ABSTRACT Student support and staff professional development are key to learner success in higher education. In Aotearoa (New Zealand), much of this support has focused on perceived ‘equity groups’ – learners with heritage to the Pacific Islands (‘Pacific learners’) are one such group. The University of Otago, in support of culturally inclusive education practices, has established a professional development workshop to support university staff to appreciate Pacific cultures and better support Pacific students. This article reflects on this workshop, conceived in 2018 and first offered in 2021, in the broader context of professional development and inclusive education. Grounded in relationality, the workshop is facilitated by Pacific staff and students and delivered in two parts: on the mat and at the table. In this article, we focus on the genesis of the workshop and its impact on participants. We conclude with reflections on the workshop and how it supports the broader institutional aspiration of catering to the diverse and varying cultural realities of students. We argue that the workshop offers a foundation where relationality can be demonstrated and delivered in a gracious, gentle, and respectful way.

What is needed to act as a professional change agent for sustainability? A scoping review

Abstract Professionals across diverse work environments play a crucial role in facilitating and accelerating essential transformations towards sustainability. Recognising the urgent need to avert severe, irreversible harm to vital Earth systems, professional actors have been increasingly identified as a key target group for sustainability-related training programmes. While Education for Sustainable Development (ESD) scholarship has significantly contributed to identifying key competences of higher education programmes, there is a noticeable gap in research dedicated to competences needed from a professional perspective. This gap makes it challenging to design training programmes to foster such competences. To address this research gap, the authors of this article conducted a scoping review on SCOPUS, Web of Science and ERIC to identify professional sustainability competences outlined in the literature. Furthermore, they examined training activities designed to cultivate these competences and corresponding evaluation practices. By evaluating the abstracts of 475 identified articles, a sample of 37 papers was generated, which were then coded based on a qualitative content analysis. The results show that, consistent with higher education learning outcomes, systems thinking competence, interpersonal competence and strategic competence are particularly relevant. Anticipatory competence, however, assumes a secondary role, while intrapersonal competence and implementation competence – contrary to the higher education context – are considered as not emerging but pivotal. In addition, leadership competence emerges as particularly relevant in the professional field. Finally, this review indicates that intentional competence development in professional training is often not thoroughly evaluated.

Unveiling the impact of ChatGPT: investigating self-efficacy, anxiety and motivation on student performance in blended learning environments

PurposeThis study aimed to investigate the impact of ChatGPT on students’ self-efficacy, anxiety and motivation within blended learning environments.Design/methodology/approachA correlational quantitative method was employed using the data collected through an online questionnaire distributed randomly to 293 science and engineering students from 2 state universities in South Sulawesi, Indonesia. Measurement analysis was conducted to assess instrument validity, and structural equation modeling (SEM) was used to examine the relationships between the constructs.FindingsThe results indicate that self-efficacy and motivation significantly enhance student performance in blended learning, with the positive effect of self-efficacy moderated by ChatGPT. Although anxiety had a positive, though not significant, effect, the interaction between anxiety, motivation and ChatGPT still demonstrated a positive effect on learning performance.Research limitations/implicationsThis study highlights the moderating effect of ChatGPT on motivation, anxiety and performance, emphasizing the need to understand educational contexts and individual differences. The study was limited to a specific student population and a short duration of ChatGPT usage, potentially restricting generalizability. Future research should explore diverse educational settings, disciplines, long-term effects and qualitative methods to gain deeper insights.Originality/valueThis study provides valuable new insights into the use of AI technology in education from the psychological perspective of students and offers practical implications for improving future learning strategies.

Utilizing Information Systems to Drive Social Change Through Education

This article explores the role of information systems in driving social change through education in Indonesia. Adopting a qualitative approach and a case study design, this research investigates how information systems, including online learning platforms and technology-based academic management systems, contribute to improving the efficiency, quality, and accessibility of education. Data were collected through interviews with key stakeholders, including educators, administrators, and students, along with document analysis from selected schools and institutions. The findings reveal that the integration of these technologies has led to enhanced learning outcomes, greater administrative efficiency, and increased student engagement. However, challenges such as digital inequality, insufficient infrastructure, and resistance to change were also identified. The study concludes that while information systems hold significant potential for educational transformation, addressing these challenges is crucial for maximizing their impact. The implications of this research suggest that policy makers and educational leaders should prioritize investments in infrastructure, training, and inclusive strategies to ensure the equitable and effective use of technology in education. This study contributes to the broader understanding of how technological innovations can drive positive social change within educational contexts in developing countries.

Designing Android-Based Smart Apps Creator Learning Media to Improve Critical Thinking Skills

The rapid evolution of technology in education necessitates innovative approaches to enhance critical thinking skills, a vital competency in the 21st century. This study aims to design and evaluate Android-based learning media using the Smart Apps Creator (SAC) platform, targeting the improvement of critical thinking skills among students in the educational technology course in the information technology education study program of the faculty of teacher training and education at Bina Bangsa University, Banten, Indonesia. The research adopts the ADDIE model, encompassing Analysis, Design, Development, Implementation, and Evaluation phases. The developed learning media consists of interactive components, including a main page, learning objectives, usage instructions, educational materials, and evaluation exercises. The media was evaluated by four expert validators for content and media validity, yielding scores of 93% and 91%, respectively, categorized as "very valid." Practicality was assessed through student feedback, with an average score of 89.5%, indicating "very practical" usability. Effectiveness was measured through pre-test and post-test evaluations, showing a significant improvement in critical thinking skills with an average effectiveness score of 90.5%. These results highlight the learning media's capability to enhance engagement and foster critical thinking skills effectively. The study underscores the potential of SAC-based applications as a scalable solution for integrating interactive and student-centered learning tools into higher education. Future research could explore the application of such media across various educational contexts and its impact on other 21st-century competencies.

Evaluasi Kinerja Algoritma Klasifikasi dalam Studi Kasus Prediksi Kelulusan di Universitas XYZ

This study aims to evaluate the performance of three classification algorithms—Decision Tree, K-Nearest Neighbors (KNN), and Naive Bayes—in a case study of predicting student graduation outcomes at XYZ University. Utilizing a dataset that includes a diverse range of academic attributes of students, this research conducts an in-depth analysis of each algorithm's capability to predict students' graduation status. The findings reveal that the Decision Tree provides the best performance with an accuracy rate of 97%, while KNN also shows very good results with similar accuracy, and Naive Bayes records an accuracy of 91%. The advantage of the Decision Tree lies in its ease of interpretation and high decision transparency, making it highly suitable for educational system implementations. Meanwhile, KNN excels in handling complex datasets due to its adaptability to data variability, and Naive Bayes offers rapid analysis speeds ideal for processing large data volumes. These insights provide valuable guidance for educational institutions in developing more effective graduation prediction systems and supporting strategic decisions in academic management. The study also opens avenues for further research in exploring these algorithms' applications in broader educational contexts, as well as fine-tuning modeling techniques to enhance prediction accuracy and efficiency.

The Educational Differentiation of African Birth Timing.

As educational access has expanded across Africa, birth timing has remained quite stable. Using data representing 51 birth years and 34 countries, we show that these modest aggregate changes mask more dramatic changes within educational groups. Over time, educational attainment has become an increasingly salient predictor of birth timing, as highly educated women have delayed first births and lengthened subsequent birth intervals more. The educational differentiation of birth timing also varies across contextual factors (educational access and family planning effort). In recent cohorts, women of all educational levels have experienced earlier first births in higher education contexts, suggesting that entry into motherhood is influenced by relative position within one's peer group. Aggregating across educational levels, however, women experience later first births in higher education contexts, driven by the greater share of highly educated women. For women at all levels of educational attainment, first birth timing is responsive to family planning context; in aggregate, women in countries with high family planning investments become mothers one year later than those in countries with lower family planning efforts. Notably, highly educated women lengthen their second birth intervals more when education and family planning are widely available, suggesting further potential for public investments to enable women to achieve their reproductive preferences.

What do teachers anticipate from education in game-based pedagogy?

ABSTRACT Digital game-based learning (DGBL) is a pedagogical approach employed in educational contexts, wherein digital games are utilised to effectively attain specific learning outcomes. For teacher professional programmes to develop appropriate curricula on DGBL pedagogy, it is important to understand how teachers currently use DGBL in their teaching practice and what kind of education they need. This study adds to existing knowledge by conducting a survey among 38 in-service mathematics teachers. The findings show that teachers’ use of DGBL is mostly limited to planning pedagogical activity and offer insight into teachers’ preferences for the form and content of education.

Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era

The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly in the context of student assessment. This study examines faculty members’ motivations to redesign assessments for their courses in the Gen AI era and introduces a framework for this purpose. A qualitative methodology was employed, gathering data through semi-structured interviews and focus groups, along with examples of redesigned assessments. Sixty-one faculty members participated in the study, and the data were analyzed using both deductive and inductive thematic approaches. Key motivations for redesigning assessments included maintaining academic integrity, preparing learners for future careers, adapting to technological advancements, and aligning with institutional policies. However, the study also highlighted significant challenges, such as the need for professional development and addressing equity and accessibility concerns. The findings identified various innovative assessment approaches tailored to the requirements of the Gen AI era. Based on these insights, the study developed a conceptual framework titled “Against, Avoid, Adopt, and Explore”. Future research is needed to validate this framework and further refine its application in educational contexts.

Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play

ABSTRACT This paper concerns the social dimension of sustainability and especially how it relates to the context of Early Childhood Education and Care (ECEC). It does so by understanding the care aspect of ECEC in relation to social sustainability and by focusing on younger children (1.5–2.5 years) in preschool, paying special attention to how these children communicate non-verbally and how teachers’ responses to children’s non-verbal initiatives matter for including children in play activities. The empirical data consist of video-recordings of children and teachers participating in play activities. The video-recordings were analysed according to the principles of Interaction Analysis. The study is theoretically informed by Play-Responsive Early Childhood Education and Care (PRECEC) which includes concepts for analysing play and teaching activities such as, as if- and as is-practices, meta-communication and intersubjectivity. The findings illustrate how teachers’ responses to children’s non-verbal initiatives were characterised by (i) the teacher asking as if-questions and meta-communicating within the play frame; (ii) the teacher asking as is-questions and meta-communicating outside the play frame; and (iii) the teacher acting as a communicating link between children by meta-communicating through clarifying and posing suggestions. The findings are discussed in relation to how social sustainability can be enacted in ECEC.

AI in mathematics education: A bibliometric analysis of global trends and collaborations (2020-2024)

This bibliometric study analyzes the scientific production on the use of artificial intelligence (AI) in mathematics education between 2020 and 2024. Based on a sample of 384 documents extracted from 155 international sources, the study evaluates emerging trends, collaboration patterns among authors and countries, and the main themes related to the use of AI in mathematics education. The analysis was conducted using the Biblioshiny tool in RStudio, generating network maps and thematic graphs that visualize the relationships between keywords and international collaborations. The results show that China and the United States lead in terms of scientific productivity and international collaboration. A growing interest in the use of generative AI emerges, including deep learning and ChatGPT, in educational contexts for the purpose of assessment of learning. The present study provides a clear overview of current dynamics in AI research in mathematics education, highlighting opportunities for interdisciplinary collaboration.

Motivation for Participation in Civil Wind Bands: Contributions for Non-Formal Educational Contexts

Portuguese civil wind bands have operated as voluntary, non-profit organisations since the 19th century and serve as presentational and communal platforms for amateur music-making. Their core mission centres on providing music instruction and practical training for amateur musicians. This study examines the motivational factors driving adult musicians’ participation in civil wind bands. The research involved 617 adult wind band musicians nationwide who completed an online questionnaire. The findings indicate that fellowship consistently ranks as the primary motivator for participation, regardless of gender, age, and formal music education level. Musicianship emerged as the second most influential factor, with younger and older musicians placing substantial value on personal musical growth. Conversely, conductor leadership was the least important motivator, particularly among older musicians and those with higher levels of formal music training. These findings highlight the multidimensional nature of motivations for sustained participation in civil wind bands. The implications suggest that music directors and organisational managers can leverage insights from motivational studies to foster inclusive, self-rewarding, and intergenerational participation.

Occupational Stress and Turnover Intentions in L2 Teachers: The Mediating Roles of Teacher Grit, Psychological Well-Being, and Harmonious Passion

In the contemporary age of ever-changing adaptations, transformations, and innovations in educational contexts, L2 teachers’ affective responses to pedagogical complexities are likely to impact their performance. This study investigated whether L2 teachers’ occupational stress predicts their turnover intentions via the mediation of grit, psychological well-being, and harmonious passion. The predictive effect of occupational stress on well-being through the mediation of harmonious passion and grit was also examined. The data were collected through a survey battery consisting of five validated instruments administered to 353 Iranian L2 teachers. The data were subjected to SEM analysis via SmartPLS. The results confirmed the direct associations except for a lack of a direct link between harmonious passion and turnover intention. The results of indirect paths further demonstrated the mediatory role of grit in the association between occupational stress and turnover intention. Harmonious passion did not function as a mediator between occupational stress and turnover intention; however, its mediatory role between occupational stress and psychological well-being was observed. The results showed that psychological well-being performs a mediatory role between occupational stress and turnover intention. Accordingly, it is suggested that L2 teachers’ emotional states could be regulated by continuing professional development programs and informal learning communities involving dialogic exchanges, mutual collaborations, and peer reflections.

School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged

ABSTRACTFor decades, two critical challenges have plagued school science in the years it is compulsory for students in many educational contexts across the globe: how best to identify what science is meaningful for all students to learn during their formal school science education, and how to keep these students engaged in the learning of this science. Diverse science curriculum movements over these decades and throughout the English‐speaking world have provided different conceptualizations about the science content and process students should learn, and suggested many pedagogical practices to engage students in that learning. However, the two intertwined challenges of specific concern for this article clearly remain: what science to include and how to foster student engagement with that science. In this paper, we first seek to provide insights relevant to these two challenges via reviews of extant research in three quite broad and important areas of scholarship: (a) the concepts of imagination and creativity, considered particularly through current cultural‐historical approaches to early years science learning; (b) the long‐standing support around the globe for a range of inquiry‐based approaches; and (c) the German constructs of Didaktik and Bildung as existing paths from a non‐Anglo context that assist the determination of choices of science for curriculum inclusion or rejection. We then consider how these three discussions can lead to considerations of school science curriculum that better address the two challenges. Though simple solutions for these complex and multifaceted challenges are unlikely and beyond the aim of this paper, interrelated aspects of our three discussions point to curriculum‐focussed initiatives focussing on “big ideas” as a way to determine content. We conclude by briefly illustrating these considerations via the example of school science curriculum structured via the big ideas of science: that is, those that are argued to be fundamental to the learner over the course of their compulsory science education.

Goguryeo Tomb Murals in Ji’an: Visual Representation and Educational Practice

This study focuses on the visual symbolic features of the Goguryeo tomb murals in Ji’an and their application value in modern art education. It aims to explore innovative pathways for cultural symbols in educational transformation. Created between the 4th and 7th centuries, the Ji’an Goguryeo murals showcase the religious beliefs, social structure, and aesthetic ideals of the ancient Goguryeo Kingdom, forming an essential part of East Asian historical and cultural heritage. Although extensive research has been conducted on the historical and artistic value of these murals, their role in the educational transmission and transformation of heritage symbols remains underexplored. Using semiotic analysis, this study examines these mural symbols’ forms, functions, and cultural meanings, analyzing their digital re-creation within modern educational contexts. It further evaluates how these re-created symbols enhance students’ cross-cultural understanding, artistic expression, and creative capacities. The results demonstrate that digital creation endows traditional symbols with new interactivity and expressiveness within education, reinforcing students’ cultural identity and offering fresh insights for art and design education. This study provides theoretical and practical support for the application and innovation of traditional cultural symbols in digital education, expanding the scope of cultural heritage within contemporary education.

Education as a Moral Compass: Ethical Lessons from Mr. Chips’ Life and Career

This study investigates the role of education as a moral compass through the “Model lessons” proposed by the novel, “Goodbye, Mr. Chips”. This paper exemplifies Mr. Chips as ‘Educator’ who, as a teacher and even a human being, embodies the values of fairness, empathy, inclusiveness, emotional intelligence. The qualitative research approach in this paper explores the ethical implications of Mr. Chips’ pedagogical approach and its relevance to our present educational context. The findings illustrate that his comprehensive framework; which balances an academic curriculum with a focus on cultivating moral and emotional wisdom, continues to provide relevant guidance for today’s pressing educational issues, including diversity, equality and student well-being. Mr. Chips’ warm, inclusive, and emotionally intelligent style of teaching continues to be relevant today, as students of all backgrounds are drawn to his example of creating a supportive, ethical classroom environment when they encounter diverse classrooms filled with students who come from different backgrounds. This research teaches us how the ideas of emotional intelligence, ethical leadership, and character education can be put into practice. However, the overall findings indicate that Mr. Chips’ pedagogical and moral legacy provides valuable lessons for educators on how to cultivate well-rounded, empathetic, and socially responsible individuals.

Student negotiated syllabus and students' engagement and academic procrastination: A mixed-method study.

Participatory approaches in education, such as syllabus negotiation, have been suggested to enhance student autonomy, engagement, and self-regulation. However, their impact on academic procrastination and engagement still needs to be explored. The main objective of the study was to investigate the impact of the negotiated syllabus on EAP learners' engagement and procrastination in a higher education context. It also aimed to explore the learners' perceptions of the effectiveness of the negotiated syllabus. A mixed-method research design was used. For the quantitative phase, six EAP classes were divided into an experimental group (n=139), which used a negotiated syllabus, and a control group (n=169), which followed a traditional syllabus. For the qualitative phase, 26 students from the experimental group were selected using theoretical sampling. Quantitative data were analyzed using Multivariate Analysis of Covariance (MANCOVA), while qualitative insights were thematically analyzed. Quantitative results revealed significant engagement improvements and reductions in procrastination for the experimental group. Students reported more significant interest in course materials, increased participation, and enhanced time management. Qualitative findings supported these outcomes, highlighting the development of reflective learning and psychological flexibility among students involved in the syllabus negotiation process. These results align with self-determination, suggesting that a negotiated syllabus fosters intrinsic motivation and self-regulation. Syllabus negotiation demonstrates the considerable potential to enhance academic behaviours and support the development of essential lifelong learning skills. It can be concluded that learners' participation in the syllabus promotes student autonomy, engagement, and adaptive learning behaviours. Findings have theoretical implications for educational psychologists and applied linguists and practical consequences for EAP teachers and learners.

Impact of extensive reading programs on vocabulary development and reading comprehension

This study investigates the impacts of an Extensive Reading (ER) program on students’ vocabulary size and reading comprehension, addressing a critical gap in supporting learners with low English proficiency. The research focuses on students enrolled in the Written English 1 course at Petra Christian University, many of whom have repeatedly failed the course due to limited vocabulary and difficulties in reading comprehension. Participants include first-year students required to read at least 20 graded readers over one semester, progressing from level-1 to level-2 materials as part of their coursework. Data collection involves pre-and post-tests to measure vocabulary size and reading comprehension, student reading logs to track progress, and semi-structured interviews to capture student experiences and perceptions of the ER program. The research employs a mixed-methods approach, combining quantitative analysis of test results and qualitative insights from interviews to understand the program’s effectiveness comprehensively. Findings are expected to offer practical implications for enhancing reading and language proficiency in similar educational contexts.