Current Education System Research Articles

Mangsuk as a Learning Space of Mother tongue in the Yamphu Community of Nepal: An auto/ethnographic inquiry

Nepal is rich in lingual, cultural, geographical and social diversities. It has 142 castes/ethnicity and 124 languages according to the population census of 2021.Yamphu language is one of the endangered languages used by older generations of people living in the country's eastern hills. Yamphu people are a separate lingual and cultural group under the “Rai” ethnonym within the Kirant community. As an indigenous community, they have been adopting Mundhum as an oral tradition of knowledge transfer since the centuries. In this context, Mangsuk incorporates Mundhum and its several practices. Mansuk is rooted deeply as a ritual, an institution, and indigenous learning system in Yamphu community. This paper portrays how the Mangsuk facilitates the key role to learn mother tongue in the Yamphu community. I presented my lived experiences and my Yamphu community's voices as research text in which I followed auto/ethnography as a research method. I employed indigenous knowledge and transformative learning theory as theoretical frames. I explored Mangusk tradition in terms of learning the mother tongue, by interacting with the ritual priests and other community members in a hilly settlement in Ilam district, Nepal. I found that Mangsuk is an important space of learning the mother tongue of the Yamphu community, which needs to be acknowledged by current formal educational system. This research has implications for educational policy makers, linguistic planners, and indigenous activists to affirmatively raise the strengths of indigenous cultures, rights, and dignity.

A new education agenda based on The International Science and Evidence Based Education Assessment

The International Science and Evidence Based Education Assessment examined whether current education systems develop each person’s full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education’s focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.

Mystified by international references: externalisation of English-medium degree programmes in Japan’s higher education policy

ABSTRACT This study aims to elucidate the policy’s rationale-building for the inclusion of English-medium degree programmes in Japanese higher education. The concept of ‘externalisation’ is employed as the lens to explore the degree to which international references are used to build consensus among multiple government councils with different interests. Based on discourse analysis of five government councils’ minutes, it was found that international references were insufficiently interpreted and utilised by councils with economic interests as a policy tool to provide validity for English-medium degree programmes from the perspective of securing foreign talents for domestic economic benefits. Due to the marginalization of careful voices from educational experts/educators in its implementation and adaptation to the current higher education system, one important function of externalisation in modifying international references with the local context was not fully activated. For policymaking that leads to a lucrative transition from rationale building to its implementation, the study argues the need to secure more proactive involvement of experts in (higher) education at an early stage of policy discussion. A more nuanced interpretation of international references will help examine adaptability to the current higher education system in individual countries’ contexts.

Integration of Hadith-Based Moral Education in Holistic Education in the 5.0 Era: A Systematic Literature Review

This study explores the integration of hadith-based moral education within the framework of 5.0 holistic education through a Systematic Literature Review (SLR). The purpose is to identify the principles, values, and strategies found in prophetic traditions that support the moral development of children, and to examine their alignment with holistic educational paradigms. The method involves collecting relevant literature from databases such as Google Scholar, Scopus, Web of Science, and DOAJ using specific keywords. Articles were screened using the PRISMA flowchart and analyzed thematically to extract recurring concepts and educational practices. The findings indicate that hadith-based moral education emphasizes emotional intelligence, spiritual growth, and value-based learning—core aspects of holistic education. However, research explicitly connecting hadith and holistic approaches remains scarce. The limited incorporation of prophetic values in current educational systems reflects a significant gap and highlights the need for contextual adaptation. This study’s originality lies in its attempt to bridge Islamic traditions with modern educational needs through an integrative framework. Limitations include the scope of databases and possible language bias. In conclusion, this study offers both theoretical insights and practical guidance for educators, parents, and policymakers seeking to foster character development through spiritually grounded, holistic learning models.

Clinical Legal Education as a Catalyst for Legal Competency: Moving Beyond Traditional Internships

The conventional legal education system in India relies heavily on internships for practical exposure. However, internships often provide inconsistent learning experiences, leaving many law graduates ill-prepared for professional practice. Clinical Legal Education (CLE) presents a structured alternative that integrates hands-on legal training within the academic curriculum. This paper examines the gaps in the current legal education system, highlighting the lack of procedural training, limited courtroom exposure, and inconsistencies in internships. A comparative analysis of CLE in international law schools underscores the need for standardized, practice-oriented legal training in India. The paper proposes reforms, including mandatory clinical courses across all years, the establishment of legal aid clinics in law schools, skill-based assessments, and collaboration with the judiciary and bar associations. Implementing a standardized CLE model will ensure professional readiness, standardize learning opportunities, reduce dependency on law firms for training, and strengthen access to justice. The study argues that integrating CLE into the Indian legal curriculum is essential for developing competent and socially responsible lawyers.

STUDY OF EDUCATIONAL ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

The study of educational achievement of secondary school students in Gaya district of Bihar is an important effort towards understanding the current educational system and performance of students. Gaya district, which is one of the major historical and educational centers of Bihar, has a constantly increasing participation of boys and girls in secondary education here. To know the comparison of educational achievement of boys and girls studying at secondary level, the presented research work was conducted on 200 students, 100 boys and 100 girls of class 9 and 10. Many points of comparison were considered such as gender and educational achievement of rural and urban boys and girls, etc. have been studied.

SOCIAL-EMOTIONAL LEARNING IN PRESENT EDUCATION SYSTEM: A CONTENT ANALYSIS

Socio-emotional learning (SEL) is an educational approach that supports and enhances the social and emotional growth of students. However, the current education system is facing challenges in preparing students not just for academic success but also for personal and societal accomplishment. The objective of this study is to analyse the material related to SEL inside the current education system. This study utilises a content analysis of current literature and resources pertaining to SEL within the current education system. The following are some key elements that can help maintain SEL in present education system, which are: (a) emotional and physical safety; (b) mindfulness and self-regulation; (c) family and community engagement; and (d) assessment and evaluation. Ultimately, the essential components of emotional and physical security, mindfulness and self-control, involvement of families and communities, and assessment and evaluation are vital for maintaining SEL in educational settings. While there is a growing body of evidence that supports the benefits of SEL in schools, there are still several areas that require further examination.

Construction of a Research-Based Learning Curriculum System Integrating Science, Industry, and Education: Exploring Innovative Paths in Educational Practice

This paper delves into the challenges and opportunities in the current educational system and proposes an innovative talent cultivation model that integrates science, industry, and education. Through an analysis of issues such as problems with university construction mechanisms, inadequate alignment between schools and enterprises, the disconnection between theory and practice, and a lack of awareness of innovation and entrepreneurship education, this paper explores a model using geography-related majors in higher education as an example. It discusses talent cultivation strategies based on innovation, professionalism, and practical education. Additionally, this paper explores a new teaching practice model for research-based learning curriculum design, as well as the construction and implementation of the curriculum system.

Reimagining Teacher Education for Sustainable Development: A Novel Framework for Empowering Educators to Integrate Sdgs into National Curricula

The rapid transformation of global education systems demands a fundamental shift in teacher education to align with the Sustainable Development Goals (SDGs). This review paper proposes a novel framework designed to empower educators with the skills and competencies necessary to effectively integrate SDGs into national curricula, fostering sustainable educational practices worldwide. Drawing upon an extensive analysis of literature, policy frameworks, and teacher training models, this study identifies key challenges and opportunities in embedding Education for Sustainable Development (ESD) within teacher education. The review highlights the pivotal role of educators as agents of change, equipping students with critical thinking, ethical responsibility, and global citizenship competencies to address pressing global issues such as climate change, social inequality, and economic disparity. It emphasizes the significance of interdisciplinary pedagogical approaches, digital and AI-driven learning tools, and systems-thinking methodologies in sustainability-focused teacher training. Furthermore, the paper critically examines existing gaps in current teacher education systems, advocating for curricular reforms that move beyond theoretical instruction to encompass practical, competency-based learning models that support SDG integration. By synthesizing insights from global case studies and policy implementations, this review provides actionable recommendations for policymakers, educational institutions, and stakeholders to develop inclusive, adaptable teacher education programs aligned with the SDG agenda. Ultimately, the proposed framework envisions a future where educators are not only equipped to teach sustainability but also empowered to cultivate a generation of students who actively contribute to a more equitable, resilient, and sustainable world.

A Qualitative Study on Integrating Language Development Methodology for Enhancing Early Childhood Creativity and Giftedness

The preschool years represent a critical stage in children's cognitive, socio-emotional, linguistic, and psychomotor development, with creativity and giftedness as essential components of early education. However, the current education system lacks comprehensive strategies to effectively integrate language development as a foundational approach to nurturing creativity and talent. This study investigates the relationship between language development and the cultivation of creativity in preschool children through a qualitative methodology incorporating teacher interviews and classroom observations. Thematic analysis was employed to identify patterns in pedagogical practices that promote creativity through linguistic expression. The findings reveal that parental involvement and interactive learning methods foster children's creativity and gifted potential. The novelty of this study lies in its emphasis on linguistic expressions as indicators of cognitive and creative growth, addressing a gap in previous research that has largely overlooked the specific role of language in the development of giftedness during early childhood. These insights offer valuable contributions for educators in designing more effective strategies to enhance preschoolers’ creativity through language development.

KEBIJAKAN PENGADAAN GURU MASA ORDE BARU : PENGARUHNYA TERHADAP SISTEM PENDIDIKAN DAN KEGURUAN DI INDONESIA

The New Order was an era of development and progress in Indonesia led by President Soeharto. The high need for teaching staff to achieve the goal of equitable education became a serious problem in the midst of the high illiteracy rate of Indonesian society at that time. Teacher procurement is a crucial solution to create and map competent and qualified teaching staff in Indonesia. This study aims to identify and analyse the teacher procurement system during the New Order era and its influence on the current education and teaching system in Indonesia. The data obtained is secondary data derived from various written sources which are then reviewed by using literature study techniques and analysed qualitatively. The results showed that the procurement of teachers during the New Order era had a significant influence on the education system and implementation in Indonesia from time to time, especially on the current teacher education system in Indonesia, which is commonly known as the Teacher Professional Education (PPG) programme. This has a positive impact on the Indonesian education system in order to provide a much higher quality education for Indonesia's younger generation.

Metaverse Impact and Trends in Sustainable Integration of Immersive Technologies in Education

ABSTRACTThe COVID‐19 pandemic situation has brought a significant transition to education mechanisms across academic institutions, particularly leading to the integration of immersive technologies like metaverse in teaching and learning practices. The current study aims to examine the impact of immersive technologies while exploring how such technologies can influence the academic experience for educators and learners. It seeks to provide insights into the potential trends of metaverse and other immersive technologies in academic innovations and interdisciplinary research in the present and future educational systems. It employs a systematic research approach to investigate the impact of advanced digital learning and immersive technologies on the current education systems. The study collects relevant literature through Google Scholar, IEEE, and Scopus databases using the PRISMA guidelines and further evaluates them using the MMAT tool. Findings highlight the transformative effects of advanced digital learning and immersive technologies in the education sector for both educators and learners.

A Randomized Controlled Trial of Perioperative Education Via E-health Technology to Ensure High Quality Equitable Care: One-4-ALL Initiative.

A Randomized Controlled Trial of Perioperative Education Via E-health Technology to Ensure High Quality Equitable Care: One-4-ALL Initiative.

Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties

Evidence suggests that neurodivergent pupils are disproportionately impacted by school distress and attendance difficulties in mainstream schools in the United Kingdom. Research on school distress and attendance has predominantly consulted parents and teachers and neglected the pupil voice. This qualitative, online interview study involved neurodivergent adolescents (n = 30; 11–16 years), who were currently experiencing school distress and attendance difficulties, to understand their lived experiences. Using thematic analysis, the interviews highlighted that there was significant variability, but multiple factors such as sensory differences, uncertainty at school, social challenges, poor neurodiversity understanding and a lack of an appropriate alternative to mainstream schools, commonly coalesced to create distress. The wide-ranging impacts of school distress extended far beyond attendance. The young people did not feel that the current education system met their needs. The results contribute to considering how best to support neurodivergent pupils experiencing school distress and attendance difficulties in mainstream schools. Lay Abstract There is currently a UK school attendance crisis and research suggests that neurodivergent pupils are particularly impacted. Neurodivergent pupils can experience emotional distress at school more often than their neurotypical peers and this distress can be associated with attendance difficulties. Research has mostly consulted parents and teachers, but the current study interviewed 30 neurodivergent 11- to 16-year-olds in UK mainstream secondary schools who were all experiencing school distress and attendance difficulties with the aim of learning from their experiences. The young people highlighted multiple factors such as sensory differences, frequent uncertainty at school, social challenges and a lack of neurodiversity awareness (to name a few), that could all contribute to their experiences, but that school distress could vary significantly between pupils. Some pupils struggled to get to school in the mornings and others were anxious in the evenings. Some young people self-harmed or experienced significant emotional wellbeing difficulties. Young people did not feel understood or supported, but they did not feel that there was a viable alternative to their current school. The results contribute to considering how best to approach the current UK school attendance crisis in mainstream schools that we know to be disproportionately impacting neurodivergent pupils.

Analysis of the Pros and Cons of the Current Chinese Medicine Education System and Strategies for Improvement

The current system of Chinese medicine education is centered on institutional education, teacher-training education, and continuing education, and it has realized the dynamic match between the supply of talents and the demand of the industry through large-scale cultivation, innovative teacher-training integration, and multi-dimensional continuing education. However, there are still problems such as the disconnection between the theory and practice of institutional education, the limited development of teacher-training education on a large scale, the uneven quality of continuing education, the conflict of combined education of traditional Chinese medicine and Western medicine, and the obstruction of internationalized education. This paper proposes to reconstruct the institutional curriculum system, innovate the stratified classification system of teacher training, strengthen the practice orientation of continuing education, promote the in-depth integration of Chinese and Western medicine, and improve the policy guarantee mechanism, and other improvement paths, aiming to build a new type of Chinese medicine personnel training system that emphasizes both classical inheritance and modern innovation, and the complementarity between institutional education and teacher training, so as to provide a decision-making reference for the sustainable development of Chinese medicine education.

Tutoring support within the framework of individual educational trajectories at the university

This article discusses the conditions, contents, and assessment of the effectiveness of tutoring support as a relatively recent practice in Russian higher education, which was introduced in the process of implementing individualized learning pathways. The Center for Educational Analytics of University of Tyumen conducted a sociological survey, including a survey of first- and second-year undergraduate students (N = 1013), semi-structured interviews with university administrators (n = 20), and focus groups with both experienced and novice tutors (n = 2). According to the findings of the study, the majority of interviewees believed that the current educational system requires a professional support service for students. Approximately 60% of respondents agreed that interacting with a tutor could be beneficial, but only if the tutor's role was focused on designing an educational path or supporting professional development. To date, surveyed students who have worked with tutors have already seen some results in their general development: almost 40% reported that they improved their communication skills, and one out of four learned how to work in teams, set goals, and achieve them. Additionally, one out of five students learned how to select electives and develop skills in emotional self-regulation. However, during the survey, it was found that the majority of students were not well-informed about the activities of the Tutor Support Center. As a result, they were unable to evaluate the effectiveness of their tutoring assignments.

Research on the Dynamic Mechanism of Industry-Education Integration in Vocational Colleges Based on School-Enterprise Destiny Community

The integration of industry and education and the cooperation between schools and enterprises has long been recognized as an important path to advance the further development of higher vocational colleges. Nevertheless, the main bodies and the depth of school-enterprise cooperation have not been fully reflected for a long time in China's current higher vocational education system. Starting from the necessity of constructing a community of shared future between schools and enterprises within the form of the integration of industry and education in vocational colleges, this article puts forward a feasibility analysis of constructing such a community. On the basis of sorting out the actual dilemmas existing in the community of shared future between schools and enterprises in vocational education, it finally proposes the ideal strategies for the dilemma: First, establish the "community of shared future between schools and enterprises" with institutional innovation as the core; second, construct the “community” on the premise of meeting the needs of the industry; third, build the "community" by strengthening the sense of responsibility; fourth, construct the "community" with the integration of the operation mechanism as the guarantee. These measures are of great significance and exert an important role in the promotion of the cultivation of high-quality composite technical and skilled talents.

An Analysis of the Current Educational System

Education is one of the most significant contributors to the growth and development of a nation. Taking into account the current state of affairs and the ever-evolving nature of the world, we ought to make it suitable. The chance to contemplate the social, economic, cultural, and moral challenges that a human being must face is afforded to them through the medium of education. In order to have more educated and productive individuals to drive our nation, India has to place a greater emphasis on education. There are a great number of Indians located all over the world who are well-known for their qualities and skills. In order for India to make progress toward becoming a digital nation or a prosperous partner in global growth, it is necessary for India to expand its higher education system by incorporating research and development. For the most part, this study will concentrate on the general situation regarding higher education in India.

Analysis of directions for improving education and training system to foster offsite construction architectural professionals in South Korea

ABSTRACT Recently, Off-Site Construction (OSC) which includes Precast Concrete, modular, and prefabricated construction has been expanding. This represents replacement of traditional construction, reduction in the construction site labor, and major change in the working procedures and methods, such as design for manufacturing & assembly (DfMA), factory manufacturing & quality control, and logistics & transportation. However, from this perspective, OSC has not received much attention in the current construction education and training system, and few studies have investigated new education-related aspects. Therefore, herein, through a literature review and survey analysis for construction engineers, we derived the importance of 18 technical factors and directions that must be reflected in education and training programs to train professionals in OSC. According to an analysis of 978 construction engineers who more than 80% of construction engineers that OSC will be actively used in the future but the current knowledge level is low with an average of approximately 49% at the low knowledge level. Through statistical analyses, such as cluster analysis, we suggest educational directions for specific technical fields for each knowledge level group of construction engineers among the “high-,” and “low-” level groups. The results will serve as a guideline for determining the training time and content level for developing OSC education programs.

NEP 2020: A New Era Of The Indian Education System

After long decades and admirable efforts have been taken by the government for changing the scenario of the prevailing education system in India in the form of NEP 2020.The sole encouraging change that took place in the realm of education in India during COVID-19 was the establishment of this policy, which has the potential to completely revamp India's existing educational structure. The rules of nature are always susceptible to change; nevertheless, but this shift had been long overdue for more than 35 years. The last time a comparable change occurred in the field of education was in 1986. For surviving in this dynamic world, it is very necessary to adapt the ever-changing environment. Similarly, as information and communication technology (ICT) and industrial requirements evolve, there is a need to modify the way we learn. As the global landscape of education has been shifting rapidly, the entire system has undergone a paradigm shift. It was important for India to catch up with this change. NEP 2020 is a commendable effort in this direction to reform the education system in India. Due to its exclusive reliance on secondary data sources, the study is purely qualitative. In addition, secondary data sources include books, journals, articles of research, websites, newspapers, and various government publications. The study also tries to investigate the need for a new education policy in society. The study will also explore the challenges of implementing the policy and provisions of NEP 2020 in the current educational system of India