Creation Of Learning Environment Research Articles

Peningkatan Kualitas Sumber Data Manusia dalam Manajemen Berbasis Sekolah: Jalan Menuju Pendidikan Berkualitas

Improving the quality of Human Resources (HR) through the implementation of School-Based Management (SBM) is a strategic step to realize quality education. MBS authorizes schools to manage resources openly and involve all relevant parties. This research aims to explore the future potential and long-term impact of the implementation of SBM and human resource development in improving the overall quality of education. The data in this study were collected through in-depth interviews, direct observation, and document analysis. Data analysis was carried out thematically with an interpretive approach. The results of the analysis show that the success of SBM is highly dependent on the quality of human resources, especially school principals, teachers, and education staff. Efforts to improve the quality of human resources are carried out through various strategies, such as training, certification, professionalism development, and collaboration with external parties. These programs are effective in strengthening teachers' ability to create learning environments that are innovative, supportive, and responsive to student needs. In addition, the provision of motivation, incentives, and support from various parties also plays a role in increasing the work spirit and dedication of educators

Perspectives of Education Faculty Students on Creative Teacher and Creative Learning Environment

Purpose: This study aims to examine students in the field of science teaching perspectives of creative science teachers and creative science learning environments that will improve students’ creative thinking skills and creativity through written and visual metaphors. Participants consist of 1st, 2nd, 3rd, and 4th-grade 247 students in the field of science teaching who voluntarily participated in the study during the spring semester of 2021-2022 at three state universities in Turkey. Design/Methodology/Approach: The study was designed in accordance with the qualitative research approach. In order to determine the metaphors of students, hold about the concepts of "creative science teacher" and "creative science learning environment" a form was used. In the first section of the form, respondents were asked to complete "Creative science teacher is similar to...... because......" and "Creative science learning environment is similar to...... because......." sentences. In the second part of the form, students were asked to draw the creative science learning environment and creative teacher in the science lesson. The data obtained from the forms were subjected to content analysis. Findings: Based on the findings obtained from the study, it was determined that the students produced the most laboratory metaphors for the creative science learning environment, and the most frequently used object in their drawings was laboratory material. It was observed that the students were shown to generate the greatest number of scientists metaphors for creative science teachers and it is determined that their metaphors changed according to their grade level. Highlights: It can be suggested to investigate the factors that cause the differences in the students’ perspectives on creativity.

Exploring Research Trends in Thai Learners Studying Korean via Topic Modeling and Keyword Network Analysis

Background and Objectives: The Korean language education in Thailand has increasingly spread. Research on Thai learners studying Korean has also been continually conducted. The number of students majoring in Korean at the undergraduate level and subsequently pursuing graduate studies in Korean, Korean literature, and Korean culture has also increased, leading to the dissemination of master’s and doctoral theses. This study aims to study the trends and current situation of research on Korean language teaching and learning for Thai learners using Topic Modeling and Keyword Network Analysis. By doing so, the study aims to present important information and suggest guidelines in developing Korean language teaching and learning in Thailand. Methods: This study examined 283 research papers and theses on Korean language education for Thai learners published between 1998 and September 2024. The dataset includes 149 theses, 93 KCI-indexed articles, and 41 TCI-indexed articles. The data were collected using the keywords relating to Korean language education for Thai learners from RISS (Research Information Sharing Service) and Thai Journals Online. Then Topic Modeling and Keyword Network Analysis was used to analyze topics and research patterns. Results: The Topic Modeling Analysis revealed that the research topics about curriculum and textbook development have consistently been of interest until now. In addition, the topics about language skills, including pronunciation, grammar, and pragmatics have been raised as research issues in various aspects. Especially, after 2020, there has been an increase in publishing the research papers on teacher training and learner-related factors such as anxiety and learning strategies. The Keyword Network Analysis showed the words "comparison," "use," "pattern," and "process" were used in many research topics. Application of this study: The continuing interest in curriculum and textbook development from the above study results highlights the need for diverse educational information tailored to the characteristics of Thai learners. Additionally, the growing focus on individual learner factors reflects the necessity of addressing learners' challenges and creating learning environments and effective teaching methods. In addition, the results of the Keyword Network Analysis suggest the necessity of conducting more cross-cultural studies that align with the special characteristics of Thai learners and applying these findings in educational settings. Conclusions: This study examined trends in Korean language education research for Thai learners, highlighting the importance of adapting to Thailand’s changing educational landscape. As Korean language education progresses in secondary and higher education, continued research and practical applications are essential. The rising interest among Thai students emphasizes the need for tailored instructional materials, innovative strategies, and learner-centered approaches. Integrating digital learning and addressing specific linguistic challenges will enhance the learning experience. Bridging theoretical research with classroom practice can ensure that Korean language education remains effective and responsive to the diverse needs of Thai learners better.

Co-creating a person-centered creative engagement intervention for Parkinson's care.

Recent research in the field of "Arts and Health" has demonstrated the beneficial impact of arts-based interventions on health and well-being across diverse populations. Recognizing their potential, especially in cases where conventional healthcare cannot address the multifaceted impact of conditions such as in Parkinson's disease (PD), our study advocates for an integrative approach in medical practice and neuroscience. We recommend incorporating learning environments from the design phase through long-term care. The arts offer a unique opportunity to create such environments. In this study, we specifically focus on individuals with PD, co-designing an intervention as a creative engagement learning environment and a PD-specific creative arts therapy. In this study, the narratives of those affected contribute as scientific knowledge, shaping care and increasing the intervention's relevance to participants' lives. We used a participatory design-based research approach. Fourteen individuals with PD, along with three creative therapists and three researchers, collaborated through iterative design cycles to co-develop a creative arts therapy intervention. Qualitative data were collected through interviews, group reflections, and ethnographic observations. Data were analyzed using reflexive thematic analysis. The co-creation process resulted in a 10-week creative engagement intervention delivered in a "creative playground" setting. Participants chose from multiple media and autonomously decided their creative activities. Guidance from the creative therapists was provided as needed to support individual engagement and guide reflection and learning processes. Narratives offered insights into the relevance of autonomy in care, the role of the arts, and the individuality of disease experience, resulting in seven key features of our intervention framework, which include (i) intervention structure (e.g., duration of the intervention and sessions), (ii) freedom in selection of creative media, (iii) environment as a creative playground, (iv) skills of creative therapists, (v) PD-specific considerations, (vi) financial considerations and logistics, and we list (vii) responsibilities of the Design Team. This study establishes an initial framework for a PD-specific creative arts therapy intervention designed as a creative engagement learning environment. Future research will focus on rigorously evaluating its effectiveness and exploring its scalability in diverse settings.

The Drivers and Barriers of Clinical Health Professions Student Flourishing: An Integrative Review.

To determine the drivers and barriers to flourishing for clinical health professions students through a review of peer-reviewed literature. Articles were analyzed in Scopus, PubMed, and EBSCOHost and hand-searched education journals through May 2024 describing flourishing among clinical health professions students. Whittemore and Knafl's integrative approach was used, and quality was assessed by the Mixed Methods Appraisal Tool. The 26 articles included medical (14/26, 53.8%), pharmacy (8/26, 30.8%), physician assistant (3/26, 11.5%), and nurse anesthetist (1/26%, 3.8%) students. Results were framed by the Social Ecological Model. Individual drivers included meaningful work, feeling valued, and pride in overcoming challenges, while barriers included feelings of self-sacrifice to achieve success. Intrinsic factors were both drivers and barriers (eg, positive affect was positively correlated with flourishing). Interpersonal drivers included feelings of belonging, social relationships, and mentorship, while scheduling conflicts was a barrier. Organizational drivers included integrated wellness efforts and faculty buy-in, while barriers included inadequate recovery time between demanding tasks, required participation in activities perceived to have individual low-value, and resource inaccessibility/insufficiency. There was a deficit in the exploration of the impact of communities, public policy, and race and/or ethnicity on flourishing. Limitations include possible exclusion of relevant articles due to search term and database selection. Students, faculty, and programs are cocreators of environments that promote or thwart flourishing. Educators can intentionally create learning environments that promote flourishing through increasing student autonomy, implementing community-building activities, and developing individual values in the context of training.

Empowering the Future: How Teaching Graphic Design Programs Can Secure Job Opportunities for Children with Autism in Saudi Arabia

Education is a crucial factor in everyone’s growth. Everything from tiny organisms up to the mightiest creatures utilizes the powerful benefits of learning. As such, people can devote their whole lives to learning about diverse topics endlessly, encompassing both academic subjects and practical knowledge gained from everyday experiences. This study highlights the advantages of teaching graphic design software to children with general autism. It can also help teachers and parents explore new methods of teaching vital things to those with certain disabilities. This method of applying design program in teaching autism children can be explored by schools and implemented in a special class, or even in a regular curriculum specifically for those with unique needs. It can also be useful for those without special needs, as it promotes a more active and creative learning environment for all children. This research conducted qualitative research through interviews with 10 special needs teachers within schools in Taif City, Kingdom of Saudi Arabia (KSA), along with 10 parents of children with autism. Recently, KSA educational institutions have attempted to further understand those with autism and explore opportunities to make their lives easier in terms of education. This study focuses on enhancing opportunities for children with autism by highlighting their own abilities, preferences, and interests in graphic design programs. It also helps to further shape future development plans and policies to support autistic children more effectively.

Instructional Process of Design-Based Learning Integration on Computational Thinking: A Framework for Effective Teaching in Course of Physics Experiment Design

Design-Based Learning and computational thinking (CT) are two key components that support each other specifically in the learning process involving the development of experimental design. Both components emphasize the importance of integration between computational thinking and design-based learning to support a creative, innovative and data mining-based learning environment. In this context. The formulation of a holistic instructional process framework by integrating design-based learning and computational thinking is very important. Therefore, this study aims to designing an Instructional Activity Framework of Design-Based Learning Integration on CT. In addition, this study involves design validation and statistical analysis to determine the validity of the design and its effect on the variables of student engagement, computational perspective, and CT process. The instructional process framework was developed using a systematic literature review, validation analysis using the content validity index (CVI), and statistical analysis using a one-sample t-test. This study was conducted in the physics experiment design course with 23 students. The instrument consists of a CVI, student engagement, CT process, and perspective. The analysis showed that the instructional activities of design-based learning integration in CT stages are as follows: (1) Find, define, and develop an idea (abstraction); (2) background research (decomposition); (3) build an artifact (algorithm thinking); and (4) design the final product (generalization and evaluation). An I-CVI/Ave score of 1 means the design check using the CVI was acceptable. Moreover, the result of one sample t-test analysis showed that the implementation of the learning process framework was significantly influenced by student engagement (p < 0.05), CT process (p < 0.05), and CT perspective (p < 0.05). Therefore, these results support the learning process framework, specifically in the physics experiment design course.

Sustaining Linguistic Heritage Through Black‐Centric Texts

AbstractAmerica's strength lies in its inherent diversity‐‐an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young adult literature. This issue is exacerbated by a politically charged environment where efforts to prioritize diversity, equity, and inclusion in education have been criminalized, particularly in southern states. Prioritizing cultural and linguistic diversity in U.S. classrooms is essential for nurturing and sustaining young learners' literate lives. This article aims to disrupt these inequities by analyzing the integration of culturally authentic texts, rooted in the lived experiences, perspectives, and traditions of Black/African American communities, to counter stereotypes and celebrate linguistic dexterity. Guided by culturally and linguistically relevant theories, the study presents a critical content analysis of three Black‐centric children's and pre‐adolescent books. These texts exemplify Black Livingness, showcasing joy, playfulness, and imagination in contemporary Black life while opposing anti‐Blackness. The findings highlight the importance of incorporating these texts in educational curricula to provide authentic representations of Black experiences, nurture students' cultural identities, and foster critical literacy. The article offers pedagogical recommendations for educators to meaningfully select and center Black‐centric texts, enhancing culturally relevant and rigorous literacy learning experiences. By disrupting harmful anti‐Black practices in curricula, educators can create learning environments that affirm and amplify Black linguistic capital, supporting the academic success and well‐being of Black students. Through this approach, the study aims to empower educators as transformative intellectuals and agents of change in promoting Black linguistic justice.

CURRÍCULO E FORMAÇÃO DOCENTE PARA A INCLUSÃO DE ESTUDANTES AUTISTAS: CONCEPÇÕES, POLÍTICAS EDUCACIONAIS E DESAFIOS

The essay aims to historicize and critically examine the relationship between curriculum and teacher education for the inclusion of autistic students in Brazil, exploring how curricula relate to social dynamics, power relations, and cultural transformations. In dialogue with authors such as Giroux (1986), Goodson (1995; 1997), Hargreaves and Fullan (2012), Lahire (2006), Sacristán (2000), Shulman (1986; 2005), and Zeichner (1993), the curriculum is as a historical and cultural artifact, in constant construction and reconstruction. The text also addresses educational policies for including autistic individuals in Brazil, noting that advancements in the regulatory framework have sought to secure a range of rights for the autistic community, particularly concerning school inclusion. In this context, it is essential for future educators to work effectively with a broad diversity of students and to adopt pedagogical practices that promote equity and inclusion. This requires a profound understanding of the social, cultural, political, and economic issues affecting education, as well as skills to create learning environments that meet the needs of all students. However, teacher education and undergraduate curricula have proven to be a significant challenge for consolidating inclusive pedagogical practices, as many still lack specific courses that address foundational principles, methods, and techniques thoroughly and critically, connecting theory and practice to foster teaching-learning relationships aimed at the inclusion of autistic individuals in schools.

TƏHSİLDƏ İNFORMASİYA-KOMMUNİKASİYA TEXNOLOGİYALARINDAN İSTİFADƏ ÜÇÜN İNFRASTRUKTUR EHTİYACLARI VƏ YENİ KOMMUNİKASİYA TEXNOLOGİYALARI

The use of information and communication technologies (ICT) in education expands interactive educational opportunities by ensuring that the educational infrastructure adapts to modern requirements. Thanks to these technologies, educational institutions can operate not only locally, but also globally. The main goal at the stage of modernization of education is to improve the quality of education and provide educational programs that are suitable for each student, taking into account their individual needs. Personalized educational approaches allow for the creation of learning environments that meet the different learning styles and needs of students. Thanks to the application of ICT, it becomes possible to implement professional development programs and trainings for pedagogical staff on a global level. Various educational institutions can organize online trainings in cooperation with educational staff in different regions of the world in order to improve their professional skills.

Active methodologies as a neurodidactic resource in the teaching and learning of science and biology

Active methodologies play a fundamental role in the teaching and learning process from a neurodidactic perspective. The aim of this study is to investigate the impact of active methodologies on the teaching of Science and Biology from a neurodidactic perspective, with the aim of identifying how these approaches can contribute to improving student learning, especially in the face of the challenges presented by the complexity of scientific concepts. The research adopts a qualitative exploratory approach, using a bibliographic review as the data collection method. The results highlight the importance of neuroscientific studies in education, emphasizing the influence of emotions on the learning process and the need for approaches that arouse emotional interest in students. Neurodidactics has emerged as a fundamental tool for adapting teaching methods and creating learning environments that stimulate attention, memory and recognize students' individual differences. In addition, active methodologies, such as problem-based learning and the flipped classroom, are proving to be effective in developing students' critical thinking and autonomy. Thus, this study highlights the importance of integrating neuroscientific approaches with active teaching methodologies to promote more meaningful learning in the context of Science and Biology, contributing to more effective and meaningful pedagogical practices.

Teaching Graduate Student Practitioner-Scholars with Affordable Learning Materials (ALMs): Closing the Research-to-Practice Gap

The research-to-practice gap is often discussed in higher education, particularly in practitioner-oriented programs geared for adult learners. Instructors are encouraged to design courses that support students to apply what they learn in their courses to their professional practice as “evidence-based practice.” When learning about research methods, students are encouraged to consider both how to use existing research to improve their professional practice and how to conduct new research to solve problems of practice. Course content, such as readings, lectures, and videos, serves as the foundation for this activity. But, which materials actually help students build this connection between the concepts in a research course, using research, and evidence-based practices in their professional lives? How do students learn from course materials to make meaning from them that can be applied outside the classroom? And how can instructors create learning environments that support these activities? In this paper, we examine these questions and present our experiences teaching an online introduction to research methods course as an example. Using Affordable Learning Materials (ALMs), we created an accessible and affordable online course geared toward encouraging students to apply research to solve problems of practice in their own professional lives. In using ALMs, we, as instructors, were forced to step outside the use of traditional, commercial textbooks and consider what may be more beneficial to adult learners. This essay describes a more student-oriented approach to teaching and learning research methods.

Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; x¯age = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK.

Navigating With Experience: Twice-Exceptional Educators Guiding and Teaching Twice-Exceptional Students

Scholars have devoted increased attention in recent years to students identified as twice-exceptional (2e), those who have a concurrent federally recognized disability while also identified as gifted. However, there has been little if any study of how the lived experiences of teachers who themselves are identified as 2e inform their practices with 2e learners in the classroom. In the current qualitative study, five educators who self-identified as twice-exceptional shared how their lived experience as a 2e learner informed their lesson planning, teaching practice, and their interactions with students and colleagues. Findings suggest these teachers drew upon their own experiences as a person with dual exceptionalities to design lessons focused on mastery learning and engage multiple learning modalities, to modify instructional practices for all learners in ways that addressed the needs of 2e learners without singling them out as different, and to create learning environments where all students thrive.

The Future of Education: How Mobile Learning, Microlearning, and Gamification are Revolutionizing Architecture Learning

Human education has undergone various cycles of reform, yet many current education systems still rely on rigid models that do not meet the individual needs of students. Along with the advancement of technology and the digital revolution, there is a need for significant changes in the way education is delivered, especially in architectural education. This research aims to explore how mobile learning, microlearning, and gamification can revolutionize architecture education by meeting the increasingly diverse needs of students. This research uses a descriptive methodology that combines case studies and literature reviews to analyze current phenomena in architecture education. Findings show that the implementation of gamification, micro-learning, and mobile learning increases engagement, customization, and flexibility in architecture learning. Students now seek learning experiences that are interactive and customizable to their personal needs. By utilizing AI-based tools and more dynamic learning methods, educators can create learning environments that are more productive and responsive to the demands of the digital age. Architecture education in Indonesia, in particular, needs to adapt to international standards and modern challenges such as environmental sustainability. This research underscores the importance of integrating new technologies in architectural education to create more relevant and effective learning experiences. By adopting a more flexible and technology-driven approach, architecture education can better prepare students to face challenges in the world of work.

A Juneteenth moment for mathematics education: The role of rights of the learner and Afrofuturism

ABSTRACT African American learners deserve liberating learning experiences, yet rarely receive them. We argue that the framework of Afrofuturism is a productive strategy for reconceptualizing the work of mathematics teaching as liberating and empowering for African American learners and the Rights of the Learner Framework offers useful tools to enable teachers to use the power of teaching to advance justice and the improved lived experiences advocated by Afrofuturism theories. These frameworks support teachers with creating learning environments that enable Black children to thrive in mathematics classrooms, not just survive. Bridging these 2 theories, RoTL and Afrofuturism helped reimagine what mathematics classrooms look like as spaces where Black learners can dream, imagine, and leverage their cultural assets for learning and doing mathematics, individually and collectively.

It's Time for a "Brain Drain!"

In their classrooms, teachers create learning environments that foster knowledge acquisition through the strategies they choose to implement. This article highlights a strategy called Brain Drain, which teachers can set up as an activity that will help students access their prior knowledge, connect new learning, and have an opportunity to discuss and build upon this learning with peers. The Schema, Cognitive Load, and Sociocultural Learning Theories are mentioned, briefly highlighted, and connected to this strategy.

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

In the current dynamic society, creativity stands as a crucial asset, empowering individuals to devise new and inventive solutions to navigate the shifts accompanying societal evolution. This trend significantly influences both the preparation of future educators and the ongoing professional growth of practicing teachers. It's essential to consider the connection between students' emotional experiences during the learning process to foster their creativity. The correlation between a person's emotional state and their creativity shows that both negative and positive emotions can influence creative expression. Furthermore, emotional intelligence (EI) is assumed to help prioritize thinking and manage emotions in different life situations, with the initial EI process being assessing and expressing of emotions. This study evaluates the emergence of emotions experienced by students in an academic context, focusing on action-research with Master’s students (n = 10), who are future teachers for Secondary schools in Switzerland. Throughout the creative course, participants utilized a Creative Process Report Diary (CRD) to document the emotions they experienced while engaging in the diverse creative activities. The findings of this study indicate that participants predominantly encountered positive emotions during creative activities, such as enthusiasm and pleasure. Initial emotions sometimes leaned towards the negative spectrum, characterized by frustration or fear. However, as the creative activity unfolded, these emotions evolved into more positive ones, such as pleasure or interest. This study contributes to our understanding of the interplay between emotions and creativity and provides insights into how managing these emotions can foster a productive and creative learning environment for future teachers, even though emotional intelligence was not directly tested in this research.

Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice

Creating learning environments that can accommodate teachers’ diverse needs is challenging because responsive elements are not clearly defined or identified. This study identified responsive teacher professional development (PD) elements by taking a phenomenological approach. Using surveys and interviews with 13 high school physics teachers in a PD program at a Midwestern university, we identified responsive features such as practicality, flexibility, and accessibility core to the enactment of a responsive PD. Other features were opportunities for community engagement, pedagogical support, and professional growth, which were aligned with the benefits of engagement in a Community of Practice model incorporated in this work.

Evaluation of Artificial Intelligence as a Source of Motivation in the Teaching of Chemistry: A Study with Tenth Grade Students at the Adventist School of Ibagué

The objective of this research has been to evaluate the effect of the integration of Artificial Intelligence on the motivation of students, in the area of Chemistry of tenth grade of the Adventist School of Ibagué. To this end, a methodology with a qualitative approach and a Participatory Action Research design with four phases were used: planning, action, observation and reflection. The information was collected through observation and interview techniques for which field diaries and structured script were used as research instruments. This information was analyzed with the Atlas.ti 23 software, the resulting codes allowed the definition of the categories: experience in the use of artificial intelligence, motivation and commitment, meaningful learning and perceptions about teaching and learning. The results obtained reflect an increase in student motivation and engagement, as well as a favorable impact on meaningful learning. They highlight the pedagogical potential of this resource, to diversify and enrich didactics in the teaching of chemistry. A positive perception by students towards the implementation of AI in the classroom was identified. It is concluded that the use of AI mediated with the design of pedagogical strategies to create learning environments and situations can improve the motivation of students, generating a space for knowledge and meaningful learning. However, challenges were also identified, such as the need for teacher and student training in the management and proper use of technological resources. In addition, the importance of not considering artificial intelligence as a total replacement for the role of the teacher, but as a complementary tool that requires an adequate pedagogical approach, is highlighted.