Current Education System Research Articles

Analysis of the Phenomenon of Involution among Young People

"Involution" among young people refers to the continuous efforts of the young generation in pursuit of better grades, career development, and quality of life in today's competitive social environment. This phenomenon reflects the problems of the current education system because the school evaluation system focuses too much on scores and rankings. It is also associated with a highly competitive job market. As the economy slows down, young people are facing increasing pressure to find a job. There is also the phenomenon of "involution" in pursuing a better quality of life. With the popularity of social media and the advent of the information age, many young people measure their happiness by comparing themselves with others in terms of material conditions and travel experiences. This comparison mentality encourages them to constantly exert pressure on the outside world and chase the so-called "success" standard. In this context, this paper studies the characteristics, causes, and problems of the phenomenon of involution among young people in China. According to analysis, it is concluded that the phenomenon of "involution" exhibits evident utilitarian characteristics and can weaken team collaboration. It is mainly caused by parental expectations, societal norms and values, and the education system. The "involution" phenomenon leads to excessive competition and an unbalanced distribution of resources. In addition, it also hurts the education system and brings negative impacts on the workplace.

Sustainable vocational education models for industrial revolution role in development of job market absorption in Tangerang City, Indonesia

The study’s objective is to identify the challenges and limitations faced by the current vocational education system in preparing graduates in the era of the industrial revolution in the evolving job market in Tangerang, Indonesia. The study primarily examines vocational high schools and adopts a quantitative and quasi-experimental research approach, using control groups to conduct pre- and posttests. The experimental group experiences demonstrations, whereas the control group receives explanations. Instructors employ a blend of demonstration and explanation techniques to explain equipment operation before allowing students to engage in vocational training. The study, led by students in various engineering fields, evaluates technical competencies, work ethics, and foundational knowledge using tests and observations. Job preparation is assessed using the minimal completeness criteria (MCC), which focuses on the importance of proper knowledge, attitudes, and skills. The results indicate that vocational teachers have the potential to play a pivotal role in introducing cutting-edge, technology-based teaching methods, therefore enabling students to make well-informed decisions about their careers. This research enhances vocational education by incorporating practical skills and attitudes with academic knowledge, effectively addressing the changing requirements of the work market.

Research and Practice on the Cultivation Mode of Innovative Practical Ability of Computer Science and Technology Undergraduates through RoboMaster Match as a Carrier

In the current higher education system, the cultivation of undergraduate students' innovation ability has become the focus of teaching reform. This study aims to explore the undergraduate innovation ability cultivation mode with RoboMaster Mecha Master Match as the carrier, and verify its effectiveness in practice. Through literature review and case analysis, this paper constructs an innovative teaching mode that combines theoretical learning and practical operation, which emphasizes the integration of interdisciplinary knowledge, teamwork and the cultivation of problem-solving ability, and cultivates comprehensive talents with innovative ability and innovative spirit.

Struggling toward abolition and dreaming beyond ableism in teacher education

ABSTRACT Abolition is a verb, referencing how people build safe conditions while dismantling (and developing solutions beyond) harmful institutions, including within education. Considering disability justice movement work in our roles as teacher educators, we explored how we might contend with the harmful purposes and functions of educational structures as we prepare future teachers to adopt abolitionist stances in their pedagogies. We begin with the premise that the current educational system, rooted in ableism, is fundamentally designed to rank, categorize and hypervalue/devalue children based on ability. Ableism intersects with multiple oppressions, fueling the inequitable distribution of resources in special/gifted education; and racist educational outcomes. To divest from ableism — decoupling learning from punishment in practice — we share three pedagogical examples from our own teaching, discussing how we support future teachers to imagine and enact teaching practices beyond providing services or accommodations, so that multiply-marginalized children and educators can be recognized as whole.

An Analysis of the Path of Life and Death Education of College Students Under the Current Education System

An Analysis of the Path of Life and Death Education of College Students Under the Current Education System

Prinsip dan Faktor Yang Mempengaruhi Kurikulum Merdeka

The Merdeka Curriculum is designed with several basic principles as its foundation, such as learning that is simpler and deeper, more independent, and more relevant and interactive. It is hoped that these principles can make the teaching and learning process more effective and interesting for students. However, in its application, there are several factors that can influence the study of the Independent Curriculum. These factors include challenges in implementation, changes needed in the current education system, and how to accelerate the development and development of this curriculum. Therefore, it is important to examine the principles and factors that influence the Independent Curriculum. It is hoped that this study will provide a better understanding of how these principles and factors influence the implementation of the Independent Curriculum, as well as what challenges may be faced in its implementation.

Analysis of the Implementation and Effectiveness of Thematic Activities under Montessori Educational Philosophy

In the current education system, exploring and analyzing the implementation of thematic activities under the concept of Montessori education has a non-negligible value for improving the quality of teaching and enriching educational theories. Montessori education, as an educational method focusing on children's self-exploration and independent learning, emphasizes the promotion of children's all-round development in daily life, senses, language, mathematics, science and culture in a well-prepared environment through free-choice activities. This educational approach aims to develop children's independence, self-confidence, and creativity. This study aims to explore, through empirical analysis, how thematic activities under the Montessori educational philosophy affect children's learning and development in practical application. Through interviews and observations, this study aims to explore the implementation of thematic activities under the Montessori educational philosophy and their impact on children's development, with a view to providing references and lessons for the practice of Montessori education in China. It promotes the further application and development of Montessori education philosophy, and at the same time provides theoretical and practical basis for improving the quality of education under the current education system.

The Impact of Artificial Intelligence on Current Education System: A Case Study

The Impact of Artificial Intelligence on Current Education System: A Case Study

A Study of the Relationship Between Learning Motivation and Learning Strategies in Primary School Students

In the past decade or so, educators have carried out a number of studies centered on the important topic of “teaching students to learn”, among which the studies on learning motivation and learning strategies have attracted particular attention. Under the current exam-based education system in China, academic performance is the fundamental means of measuring students’ learning, and motivation and learning strategies, as extremely important factors affecting students’ learning, have a direct impact on students’ academic performance. Good learning motivation and scientific learning strategies have a certain improvement effect on students’ learning attitudes and behaviors, which can help students, learn more effectively and improve their knowledge and academic performance. The purpose of this research is to study the relationship between learning motivation and learning strategies of primary school students. The present study aims to bridge this gap by conducting a questionnaire survey among elementary school students in an elementary school in Kunming, Yunnan Province, to provide insights into the relationship between motivations and learning strategies among elementary school students, taking into account the influence of a more comprehensive set of variables. The study found that students with higher intrinsic motivation tended to use effective learning strategies to help them learn, and that girls tended to use the right learning strategies to learn more than boys. This study will help to improve our understanding of the learning process of primary school students and provide parents, teachers, and policy makers with further insights and guidance that will help to improve students’ motivation and adoption of effective learning strategies.

Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science

Frustration, an inherent part of the classroom, is routinely associated with negative stigmas, however, if appropriately managed it can be a highly effective tool for excelling students. Often referred to as eustress, it is the principle that follows the premise of introducing students to a topic they are not familiar with, causing frustration as they learn the currently unfamiliar topic. In the experiment, a correlating pattern involving behavior can properly monitor frustration in a way that remains productive to the student. This process can be emulated using artificial intelligence in schools (AIED) to create adaptive algorithms that provide students with unfamiliar topics until the point that said student becomes sufficiently frustrated, at which point the AI would slow down the curriculum. Through discernment patterns in learners’ frustration levels and problem-solving strategies, AI can dynamically adjust the difficulty of tasks to accommodate each student’s personal needs, as well as the pacing of instruction, and the provision of support. In doing so, AIED could mitigate the adverse effects of extreme frustration and reaping the benefits of frustration that pushes students to a farther level than our current educational system can provide. With AIED creating the ideal structure of adaptive scaffolded learning, students’ needs can be individually fostered in a way that most preferably suits them. This ability to push students into learning curriculum at such an intricate level will allow students to further develop their independence when solving future problems as the high difficulty will authenticate the student's ability to grasp the concept extensively. The intricate interplay between AIED and frustration models is crucial for advancing the frontiers of human knowledge and pushing students to achieve their full potential.

Exploration and Practice of Teaching Methods of Comprehensive Knowledge and Skills of Traditional Chinese Medicine with Traditional Chinese Medicine Traditional Skills Inheritance as the Core

Traditional Chinese Medicine (TCM) is a core component of Chinese traditional medicine, and its unique therapeutic concepts and techniques have received high attention worldwide. In the current medical education system, there are still many challenges in teaching Chinese medicine, especially the insufficient transfer of practical skills. This study aims to explore an integrated teaching model that combines theoretical teaching and practical operation with traditional skills of Chinese medicine as the core. Through literature review and case studies, this paper analyzes the deficiencies of Traditional Chinese Medicine teaching and then designs a new teaching model that highlights the integration of theory and practice, the enhancement of teacher-student interaction, and the application of diverse teaching methods. The implementation results show that this teaching model effectively improves students' practical skills in Chinese medicine, enhances their understanding and application of Chinese medicine knowledge, and significantly stimulates their interest in learning Chinese medicine. The successful practice of this teaching model not only provides valuable experience for the innovation of TCM education but also provides strong educational support to promote the continuous development of TCM. The results of this study emphasize the importance and practical value of teaching integrated skills centered on traditional skills in TCM education.

The potential of virtual internships for management education: capturing student journey through experiential learning

PurposeThe study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master’s in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships.Design/methodology/approachAbout 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents.FindingsStudents viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students.Practical implicationsThe study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study.Originality/valueThe themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper.

Blended Teaching Approach in the Eyes of Filipino Teachers: A Phenomenological Study

This research aims to describe the experiences of Filipino teachers in implementing blended teaching methods. Employing a qualitative phenomenological research design with purposive sampling, the study was conducted in private schools in Panabo City. Eight participants each were engaged in in-depth interviews (IDIs) and focus group discussion (FGDs), focusing specifically on teaching the Filipino subject. Through these interviews, the study aimed to uncover themes related to the teachers’ experiences, challenges, and perspectives on blended learning. The findings revealed three main themes. Firstly, Filipino teachers encountered various challenges in blended teaching, including concerns about content knowledge and preparation, connectivity issues, technological difficulties, and challenges in monitoring and mentoring students. Secondly, the study identified coping mechanisms employed by Filipino teachers during the pandemic, such as peer sharing and consultation, resourcefulness and innovation in teaching, and enhanced monitoring of student performance. Lastly, the research highlighted the implications of blended teaching during the pandemic, including the development of independent learning among students, strengthened student monitoring and teaching practices, and the recognition of unguaranteed learning outcomes. Blended teaching, integrating traditional face-to-face methods with technology and distance learning, is increasingly becoming integral to the current education system.

РЕАЛІЇ ТА НАПРЯМИ ПОКРАЩАННЯ ІНВЕСТИЦІЙ У РОЗВИТОК ПРОФЕСІЙНО-ТЕХНІЧНОЇ ОСВІТИ В КИТАЇ

Introduction. Over the past ten years, the Chinese government has attached great importance to the development of vocational education, improving its quality and optimizing its structure. Problem Statement. Realities and directions for improving investment in the development of vocational education in China. The purpose is to determine the directions of formation of an effective system of financing vocational education in China. Methods. The general scientific and special methods were used: analysis and synthesis, graphic, comparison, theoretical generalization, abstract and logical. Results. Attention is focused on the analysis of the current system of financing vocational education in China and the substantiation of proposals for optimizing its structure and forms, the need to increase non-fiscal sources of investment in its development. The authors analyze the current system of vocational education with Chinese specifics, consisting of secondary vocational education, higher vocational education and vocational education. The authors compare the financing of vocational and other forms of education, as well as the dynamics of changes in state funding per student. The structure of non-fiscal sources of funding for vocational education is analyzed. The uneven distribution of financial allocations of local authorities for vocational education in China is revealed. The effectiveness of measures to manage a special fund to improve the quality of modern vocational education is evaluated. Conclusions. Thus, at the present stage, the Chinese government seeks to build a modern system of vocational education with Chinese characteristics. The result-oriented approach to financing vocational education has been noted. At the same time, the structure of investment in its development is not effective enough. There is also a significant regional stratification of education costs. The author substantiates the need to deepen the interaction of industrial and educational policies in their unity. Transfer payments should be made on the basis of transparency and openness. The revenue structure of various educational funds should be improved.

Problem-Based Learning With Tri Kaya Parisudha Model to Improve The Mathematical Problem-Solving Skills and Character of Elementary School Students

Objective: Problem solving skills and character education are two important things that should be promoted in Indonesia education system. To promote those two things, an effective teaching model is needed. Thus, this research attempts to analyze the effectiveness of Problem-Based Learning with the Tri Kaya Parisudha model to improve elementary school students' mathematical problem-solving skills and character. This teaching model was developed using Balinese local wisdom concept. Theoretical Framework: Some theories were used in this study. They were problem-based learning, tri kaya parisudha, problem-solving skills, and characteristics of young learners. Method: This study used a quasi-experimental approach and involved with 130 students as the study samples. Specifically, the study was conducted by following post-test only control group design. The researchers used questionnaires and problem-solving ability tests to collect the study data. In this study, the questionnaires and post-test results were analyzed using descriptive and inferential statistics. Simultaneously, inferential statistical analysis using the MANOVA test was performed. Results and Discussion: The analysis shows that problem-based learning with Tri Kaya Parisudha model effectively improves elementary school student's mathematical problem-solving skills and character. Thus, it is recommended that problem-based learning with Tri Kaya Parisudha model to be used by the elementary schools that have problems in improving their students’ mathematical problem-solving skills and character. Research Implications: Integrating local wisdom in teaching mathematical problem-solving skills and character brings some positive effects for the students. Originality/Value: Local wisdom is normaly considered as something traditional and not compatible with current era. However, this study found that local wisdom, especially tri kaya parisudha concept is still relevant to our current education system.

An approach towards total quality in architectural education in India track: higher education (architecture education)

Architecture Education is a service and product, which demands, quality delivery to meet the expectations of stakeholders. Architecture Education in India is over 100 years old, and the focus of higher education in India post-independence has been on addressing the demand for skilled professionals required for a developing nation. Over the years the emphasis on quantity has impacted the quality of graduates and there is a need for a quality framework for better delivery to all the stakeholders and to produce more employable graduates. Quality imperatives are critical to all contemporary societies which demand a better quality of life through holistic built environments across the globe delivered through professionals having the skill set to meet societal aspirations There is an increasing demand for trained professionals given the tremendous growth in the physical infrastructure in urban and rural areas particularly the current shortfall in the housing sector besides other tertiary sectors of the economy. The paper addresses the issues about architectural education as mandated through statutory processes prescribed by the Council of Architecture, New India’s Minimum Standards of Architectural Education in India, and the New Education Policy -2020 of the Government of India. The research process adopted identifies the gaps in the current system of education through content and perception analysis through interviews and expert opinions and suggests methodologies that can transform the current processes through an understanding of total quality principles and their application to the higher education sector. The paper evaluates various aspects of architectural education such as institutional mechanisms, the process of admission, curricula structure, pedagogy, teaching-learning processes, scheme of examinations, faculty selection process, and their growth through the perspective of total quality parameters for the service sector. The paper attempts to suggest an approach towards Total Quality in Architectural Education in India driven by quality and research, relevant to the socio-economic, cultural, and physical context of the developing economies in the 21st Century.

Calling for eco-peace: reimagining interconnected peace education

ABSTRACT In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems.

Using leverage points to reconsider the sociopolitical drivers of exclusion from education

This article outlines how the international push for inclusive education cannot be aligned with current education systems centred on neoliberal ideals of individualism, measurement, and competition. The way that these systems are organised means that a proportion of (usually marginalised) students are necessarily excluded. In order to meaningfully address the global education crisis, that sees millions of children and young people either out of school or unengaged with learning, this ontological misalignment must be acknowledged, and discourse and engagement around it must be promoted. Drawing from the work of Donella Meadows, I argue that ‘high leverage points’ (information flows, rules, system goals, mindsets) are crucial places to intervene in education systems. Intervention at such points, while challenging, has the potential to lead to transformational and sustainable change; change that current ‘low leverage point’ initiatives fail to produce. I conclude with a call for further discourse and research into an examination of ‘high leverage points’ within education systems, how they interact, and how the development of an associated framework would be beneficial for researchers and development partners.

Modern Information Technologies in the Professional Education of Future Primary School Teachers

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set.

Repositioning the value of sociology for students studying sport in post-92 higher education institutions

The position of sociology within the UK post-92 higher education curriculum is increasingly under threat as neoliberal ideology continues to shape universities to be based on market principles. Here, the discipline is often thought to lack clear ‘practical’ outcomes which meet the demands of the job market and these challenges are particularly prominent within the capitalist nature of sport-based degrees. Using data generated from focus groups and interviews, this paper explores sport students' experiences of studying the sociology of sport within a UK post-92 higher education institution. The findings illustrate wide ranging benefits the students perceived to gain from studying the sub-discipline. From these empirical insights, we put forward the argument that the sociology of sport has potential to offer significant value to students on sport-based degrees which meet the demands of the current higher education system, as well as broader values beyond restrictive neo-liberal thinking.