Learning Culture Research Articles

Analisis Hambatan dan Solusi dalam Penerapan Kurikulum Merdeka di SDN Jomblang 03

This article analyzes the obstacles faced in implementing the Merdeka Curriculum at SDN Jomblang 03, Candisari Sub-district, and provides solutions to overcome these challenges. Using a descriptive method, data were collected through observation, interviews, and document analysis. The data were analyzed to identify obstacles and formulate solutions. The study found that SDN Jomblang 03 has implemented the Merdeka Curriculum in grades 1, 2, 4, and 5, shifting the focus from teacher-centered to student-centered learning. Despite progress, obstacles such as limited resources, difficulties in formative assessment, the need for curriculum development, challenges in parental and community involvement, and resistance to changes in learning culture persist. The findings suggest positive potential for the Merdeka Curriculum but highlight significant barriers. Proposed solutions include optimizing resources, training teachers in formative assessment, providing clear curriculum development guidelines, fostering active parental and community involvement, and effectively communicating the benefits of the Merdeka Curriculum.

Learning beyond borders: lifelong learning and learning culture in Islamic institutions in the pursuit of quality education

Purpose The concept of lifelong learning and learning culture in education generally refers to the continuous acquisition of knowledge and skills throughout one's life, extending beyond formal education while learning culture is the creation of learning opportunities, resources and support systems that empower individuals to continuously enhance their knowledge and skills. Lifelong learning and a learning culture contribute significantly to the realization of SDG 4 by promoting inclusive, equitable and quality education that prepares individuals for a lifetime of learning and adaptation in a changing world. This paper aims to identify the level of understanding of school’s community regarding these concepts and measuring the implementation level and readiness of primary schools across Malaysia. Design/methodology/approach Employing a mixed-methods approach, the initial qualitative phase involved interviewing teachers to know their level of understanding regarding the concept of lifelong learning and learning culture. The subsequent quantitative phase assessed the readiness and implementation level of 35 primary schools across Malaysia. Findings An interview that been done has successfully collected the viewpoints of teachers about lifelong learning and learning culture. A survey administered to primary schools affiliated with the MUSLEH organization affirmed the readiness and implementation level of schools in which it was found that most of the schools has high degree of awareness and understanding regarding the significance of the concepts to be implemented in the education system. Originality/value This study's contributions extend beyond academia, offering insights for educators and policymakers alike. The findings can inform education ministries, curriculum developers and stakeholders, aiding them in providing substantial support to educators aligning with the principles of the Sustainable Development Goals (SDG).

Unveiling the path to green innovation: the interplay of green learning orientation, knowledge management capability and manufacturing firm’s capability to orchestrate resources

PurposeAmidst the increasing global emphasis on environmental sustainability, manufacturing firms seek to integrate eco-conscious practices into their innovation processes. This study aims to explore the intricate relationships between green learning orientation (GLO), knowledge management capability (KMC), resource orchestration capability (ROC) and two dimensions of green innovation (GI): green product innovation (GPDI) and green process innovation.Design/methodology/approachPartial least squares structural equation modelling (PLS-SEM) and moderated mediation techniques were used to investigate the relationships among the constructs using data gathered from a survey of 167 manufacturing firms in the United Arab Emirates.FindingsThis study indicates that GLO significantly influences GPDI and green process innovation. Although KMC mediates the relationship between GLO and process innovation, it does not mediate the GPDI relationship. Moreover, ROC significantly strengthens the links between GLO, KMC and both the aspects of GI.Practical implicationsThis study emphasises the importance of fostering a green learning culture and integrating it into product development without complex knowledge management systems. This study also highlighted the role of effective resource allocation in maximising environmental learning benefits for sustainable innovation. Organisations can achieve environmental progress by integrating green knowledge into product and process development and by investing in sustainable practices.Originality/valueBy examining various mechanisms involving moderation and mediation, this study has made a notable contribution to advancing the field of knowledge-based view theory. This study also offers enhanced insights into the interconnections among GLO, knowledge management capability, ROC and a firm’s capacity for GI.

Creating a Culture of Teaching and Learning.

Creating a Culture of Teaching and Learning.

Organizational culture and organizational learning: Role of environmental culture and business strategy in SMEs

Organizational culture and organizational learning: Role of environmental culture and business strategy in SMEs

A Systematic Review of Integrating Culture into Foreign Language Teaching and Learning

Culture has become an indispensable element in foreign language teaching. This paper intends to systematically review the existing research on culture teaching or integrating culture in foreign language teaching. 30 studies in the field of culture teaching and learning published in the last five years were reviewed systematically. The review followed the PRISMA Statement’s guidelines, and the included studies were analyzed and synthesized with seven codes, intending to investigate the latest areas of discussion in the literature of culture teaching in foreign language teaching and learning, the stakeholders’ attitudes towards culture teaching in foreign language teaching and learning, pedagogical methods used to teach culture in foreign language classrooms, the effect of culture teaching practice, as well as the research gaps derived from the analysis. In light of this information, recommendations for future research were proposed.

Making the Student Experience Everybody’s Business: Cultivating Collaboration in the Exosphere

It has long been recognised that a key element in improving student transition, retention and success in higher education is cross-institutional consistency and unity of action among disparate academic, policy and support units. However, transferring this principle into practice often requires overcoming departmental silos, negotiating shared understandings of key concepts, and establishing patterns of cross-institutional collaboration in spaces where this may have been lacking. This study examines the effect of a program of supported communities of practice among teaching academics that sought to improve the culture of learning and teaching in a large science, health and engineering faculty in an Australian university. We found indications that these communities of practice promoted collaboration by functioning as loci of cross-institutional consultation and coordination, providing the basis for an enhanced student experience. We interpret this finding through the lens of Bronfenbrenner’s ecological model of development, and propose an approach based on academic communities of practice as a way of building cross-institutional unity of action and making the student experience everybody’s business.

Teachers’ pedagogical beliefs in Norwegian school makerspaces

AbstractIn Norway, makerspaces are emerging as new educational contexts across all school levels. This trend is multifaceted as it is inspired by the global maker movement and supported by local initiatives as well as a national policy to create more opportunities to teach digital competencies. The makerspace concept facilitates this in a concrete and innovative way. Although the maker movement is established, the pedagogical foundations of maker activities in educational settings are still being developed. As the movement meets competent teachers and existing learning cultures, there is the potential to create new pedagogical knowledge and educational practices. This study explored teachers’ values and beliefs regarding maker-centered learning in Norwegian schools through qualitative semi-structured interviews with maker teachers from 18 schools. The results indicate that makerspaces in Norwegian schools are initiated and driven by teachers’ interests in the maker movement, which resonates with their learning beliefs. The individuals in question are mostly natural-science teachers inspired by other makers. The learning culture in Norwegian schools, and that found in the maker movement, coincide in many areas. However, there are some compatibility challenges, such as facilitating open-ended learning processes and initiating learning frameworks that allow students to act and learn based on their motivations and ideas. With guidance from the latest curricula, teachers are encouraged to teach toward learning goals, which have been traditionally achieved with structured and predefined activities. In this goal-directed environment, maker teachers struggle to find room for iterative processes, play, and productive failures.

Making a case for playful assessment as asset-based assessment through conjecture mapping

The paper proposes a theoretical design framework for playful assessment, emphasizing learner agency, engagement, and creativity. It argues that assessment should be a continuous, inclusive, transparent, and collaborative process, aligned with principles of equitable learning. The framework introduces “The Four Freedoms of Play” as heuristics for playful assessment, emphasizing aspects like the freedom to experiment, the freedom to fail, the freedom to try on identities, and the freedom of effort. These freedoms align with current educational research findings and the importance of learners' agency, identity safety, and sense of belonging. In summary, playful stances in assessment can expand what assessment is by creating flexible and creative assessment opportunities that center learners’ agency and identity, ultimately leading to an asset-based learning culture.

A facilitator's reflection on the democratizing potential of emancipatory practice development.

Emancipatory practice development (ePD) is a practitioner-led research methodology which enables workplace transformation. Underpinned by the critical paradigm, ePD works through facilitation and workplace learning, with people in their local context on practice issues that are significant to them. Its purpose is to embed safe, person-centred learning cultures which transform individuals and workplaces. In this article, we critically reflect on a year-long ePD study in an acute care hospital ward. We explore the challenges of practice change within systems, building collective strength with frontline collaborations and leadership to sustain new learning cultures. Our work advances practice development dialogue through working closely with the underpinning theories. Our critique analyses how ePD can enact and sustain change within a complex system. We argue that ePD works to strengthen safety cultures by challenging antidemocratic practices through communicative action. By opening communicative spaces, ePD enables staff to collectively deliberate and reach consensus. Their raised awareness supports staff to resist ways of working which conspire against safe patient care. Sustainability of practice change is fostered by the co-operative democracies created within the frontline team and meso level enablement. We conclude that the democratising potential of ePDt generates staff agency at the frontline.

Peer Learning and Research Culture Within Student Organizations in Engineering: Students' Perceptions

Peer Learning and Research Culture Within Student Organizations in Engineering: Students' Perceptions

Academic tutoring and the assumptions of education 4.0. Towards a personalised approach and building a learning culture at the university

Academic tutoring and the assumptions of education 4.0. Towards a personalised approach and building a learning culture at the university

Is it personal or is it social? The interaction of knowledge domain and statistical evidence in U.S. and Chinese preschoolers' social generalizations.

Children make inferences about the social world by observing human actions. However, human actions can be ambiguous: They can be sources of information about personal, idiosyncratic characteristics of individuals or socially shared knowledge. In two cross-cultural studies (N = 420; Mage = 4.05 years, SD = 0.77, 47% female), we ask if U.S. and Chinese children's inferences about whether an action is personal or social vary by domain, statistical evidence, and culture. We did this with a generalization method: Preschoolers learn about one agent's actions and then are asked what they think a new agent will do. Low rates of generalization suggest children inferred something unique to an individual, while high rates suggest that children inferred that the action represented socially shared knowledge. In a mixed between- and within-participant design, children observed agents demonstrate sequences of statistically random (or nonrandom, between participants) actions that were verbally framed as relevant to a particular domain (agent's personal preferences, labels, object functions, or game rules). We found that children's social generalizations about actions were on a continuum: with linguistic conventions (e.g., labels) being the most social, preferences being the most personal, and nonlinguistic conventions (i.e., object functions, game rules) falling somewhere in between. Furthermore, the influence of statistical evidence and cultural variation varied for each domain. These findings highlight how children combine knowledge and evidence to infer social meaning from actions and have implications for rational constructivist accounts of cultural learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Religious Values in the Nyunatan Tradition of the Bayan Indigenous Community as a Source of Cultural Learning in Lombok

Indonesia is renowned as an archipelagic nation with diverse traditions and many cultural practices. Diversity in Indonesia is prominently displayed on the island of Lombok, particularly in the village of Bayan, North Lombok Regency. This research aims to provide deeper insights into how the traditional practice of Nyunatan (circumcision) among the indigenous people of Bayan, Lombok, can inspire religious and cultural education. This research employs a qualitative method with a descriptive approach. Data collection involved observation, interviews, and documentation. Data analysis followed an interactive analysis model by Miles and Huberman, encompassing data collection, data reduction, data display, and conclusion drawing. The findings reveal that within the tradition of Nyunatan, the indigenous community of Bayan still adheres to traditional methods, utilizing tools like Bango-bango and Ladik, along with traditional herbal treatment, Talas. Furthermore, the Nyunatan tradition embodies many religious values, including beliefs, purity, discipline, exemplariness, and social concern. Each of these values inherent in the Nyunatan tradition can serve as a source of learning for religious and cultural education, particularly in efforts to preserve these values among the younger generation.

Culture-Based Education Innovation for Children's Character Building in the Context of Educational Tourism Destinations

This research aims to explore the innovation of culture-based education as an effort to build children's character in the context of educational tourism destinations. Against the background of the multi-dimensional crisis faced by the nation, learning of culture becomes very strategic to revive patriotism and maintain cultural diversity. This research method uses a descriptive qualitative approach. Data were collected through literature studies, Field observation of educational tourism destinations and how the interaction between learners and the environment takes place, and interview with policy makers and community leaders. The research findings highlighted the need for serious efforts in storing, preserving, and resurfacing scattered cultural data, especially related to oral traditions, manuscripts, customs, rites, traditional knowledge, traditional technology, arts, languages, folk games, and traditional sports. The results reflect the need to focus on strengthening governance related to local traditions, as well as efforts to empower communities through cultural tourism as a source of foreign exchange. In addition, the research highlighted the challenges of saving traditional technologies, local languages, traditional arts and folk games that are in danger of fading away. The research conclusion emphasizes the urgency of promoting culture, literature, and preserving historical traces as an integral part of children's character building efforts. Thus, understanding and love for cultural values can be passed on to the younger generation, strengthening awareness of national identity, and preventing the loss of traditional values amid globalization.

CURRICULUM DEVELOPMENT FOR LIBRARY AND INFORMATION SCIENCE

With the changing IT landscape and shifts in user needs, there is a massive need for a curriculum for education in library and information science that could stay updated and dynamic. This paper would try to propose a basic framework for curricula that would imbibe within its core competencies information management, digital literacy, and critical thinking, as well as house or embrace these emerging trends related to data science, artificial intelligence, and open access. The main emphasis areas are a mix of theoretical foundations and practical applications that may offer ample opportunities for hands-on learning through internships, community engagement, and collaborative projects in preparing graduates to serve diverse populations, advocate for information equity, and pay attention to the evolving roles of libraries in society. The development process of the curriculum involves stakeholders-the academic professional and the practitioner or expert, and the community members-ensuring that it will reflect and respond to the needs of the field. In so doing, by promoting a culture of lifelong learning and innovation, this curriculum should prepare future information professionals for the landscape of the future of library and information services. This approach, therefore, shall not only improve the education experience of LIS students but also add value to this evolving pattern wherein libraries shall be at the centre of knowledge, culture, and community endeavours

Challenges, Aspirations, and Growth Initiatives of Undergraduate Employees in a Government Agency: Basis for Recommendations for Human Empowerment

This research examines the challenges and career aspirations among undergraduate employees at MSWDO in the Local Government Unit (LGU) of the Municipality of Sta. Rosa Nueva Ecija. Through a comprehensive analysis, the study investigates the extent of work-related challenges encountered by employees and their impact on personal growth initiatives and career aspirations. The findings reveal that employees face moderate challenges in the workplace, stemming from various factors such as management styles, personality differences, and organizational dynamics. Despite these challenges, employees demonstrate resilience and remain engaged in their roles, highlighting the importance of effective management and support systems. The research underscores the significance of understanding and managing workplace challenges to foster employee growth and productivity. By aligning management styles with employee preferences and promoting an empowering environment, organizations can mitigate the negative effects of challenges and enhance employee satisfaction and performance. Furthermore, the study identifies a positive correlation between career aspirations and personal growth initiatives, emphasizing the importance of providing opportunities for employees to pursue their professional goals. The implications of the research extend to organizational leaders and managers, who are encouraged to be proactive in addressing workplace challenges and fostering a culture of continuous learning and development. Strategies such as encouraging professional development activities and aligning management practices with employee aspirations can contribute to a more motivated, engaged, and efficient workforce. The study also suggests avenues for future research, particularly in exploring the link between employee personal growth initiatives and job performance. By building upon theoretical frameworks such as the Self-Determination theory, Vroom's Expectancy theory, and Robitschek's Personal Growth Initiative, researchers can deepen our understanding of the factors influencing employee motivation and success in the workplace.

Addressing the Decline in Clinical Skills: A Call for Comprehensive Educational Reform

Despite technological advances, clinical skills are the foundation of medical practice. Taking a comprehensive clinical history, performing physical examinations, and communicating effectively are crucial for high-quality patient care. Medical students need to focus on developing strong clinical skills to ensure they are well-prepared for their careers and adapt to the evolving field of medicine through continual practice and refinement.1 The medical community is worried about declining essential clinical skills among undergraduate medical students.2,3 This editorial aims to analyze the reasons for the decline and suggest evidence-based methods to address the situation. 05885.0258063. The declining standards of clinical skills among medical students can be attributed to the widespread adoption of technology-based learning, which has the potential to diminish the importance of traditional hands-on bedside teaching.4 Technology should enhance, not replace, practical clinical experiences. Practical training improves the clinical abilities, expertise, and self-assurance of medical students.5 Moreover, the growing magnitude and expansion of medical curricula provide difficulties in the development of educational programs without ample time for bedside practical teaching.6,7 There is frequently an excessive focus on remembering facts rather than on cultivating clinical reasoning abilities.8 The reduced patient interaction during medical school, due to increased reliance on simulations and less time in clinical rotations and bedside teaching, hampers the development of clinical skills.9 External factors such as limited time and extensive paperwork may affect the quality of patient encounters. Efficient communication is crucial for building good relationships with patients, obtaining accurate medical histories, and ensuring patient understanding and adherence to treatment.9 Insufficient training in communication skills can result in less-than-ideal interactions between patients and healthcare providers and can also contribute to errors in diagnosis and medical treatment.10 The provision of trained faculty for teaching medical students is an issue worldwide. Insufficient supervision and feedback during clinical rotations hinder the development of essential clinical skills.11 Larger student cohorts reduce the opportunities for individual students to practice and receive personalized instruction in clinical skills.12 Medical education often prioritizes theoretical testing over practical examinations and undervalues communication skills training. Variability in clinical experiences at different medical schools can lead to inconsistencies in skill acquisition. The scarcity of skilled clinicians as role models impacts students’ learning. Economic constraints and modern healthcare pressures limit opportunities for thorough patient interactions and clinical training.13 THE WAY FORWARD Educational institutions should prioritize hands-on clinical experiences throughout the curriculum to improve students’ diagnostic and communication abilities. These experiences should include simulation-based learning, standardized patients, and longitudinal clerkships. Faculty members need support and resources for effective clinical mentorship and development. Reflective practice should be integrated into the curriculum to enhance self-awareness and critical thinking. Open communication and mentorship programs between students and faculty can strengthen medical training and promote continual learning. To address declining clinical proficiency among medical students, institutions can adopt evidence-based approaches including curriculum changes, faculty training, promoting reflective thinking, collaboration among healthcare professionals, and fostering a culture of ongoing learning. Regulatory bodies should ensure adequate time for bedside teaching and appropriate assessment weightage.

A COMPARATIVE ANALYSIS OF THE DIGITAL COMPETENCIES DEVELOPMENT IN ADULT EDUCATION

In the context of an increasingly digitalized global economy, the integration of digital skills into adult education has become a crucial determinant of socio-economic mobility and inclusivity. Digital literacy serves as a foundational element for employment, social engagement, and access to essential services, making it imperative for adults to continuously adapt to technological advancements. This article aims to explore the critical need for embedding digital skills in adult education frameworks. It seeks to identify the core digital competencies required for effective participation in the digital world, assess the current barriers to digital literacy, and propose actionable strategies to enhance digital learning among adults. The study employs a mixed-methods approach, combining a comprehensive literature review, analysis of multiple international case studies (United States, Singapore, Sweden, Brazil, Estonia), expert interviews, and policy analysis. This methodology provides a broad perspective on the effectiveness of current digital skills programs and insights into best practices across different socio-economic and cultural contexts.The findings reveal that successful digital skills programs are often characterized by robust government support, partnerships with technology firms, tailored learning approaches that address specific demographic needs, and a strong emphasis on practical application. However, challenges such as keeping pace with rapid technological changes, ensuring program scalability, and overcoming socio-economic barriers persist. Recommendations for overcoming these challenges include adopting adaptive learning frameworks, fostering a culture of lifelong learning, enhancing access through improved infrastructure, and closely aligning education programs with market needs.

The Implementation of Environment-Based Madrasah Culture in Islamic Religious Education Learning to Develop Students’ Character

The Implementation of Environment-Based Madrasah Culture in Islamic Religious Education Learning to Develop Students’ Character