Current Education Research Articles

‘The piece that we were looking for’: teachers' collaborative curriculum design for equity-centred biology units

ABSTRACT Critiques of current science education reforms call for science curricula that reflect expansive notions of equity in science teaching. This case study explores the experiences of two secondary-school biology teachers in the United States working as a Teacher-Design-Team (TDT) to centre equity through new curriculum materials that they co-designed. Four questions guided the study: (1) How did teachers centre equity in their curriculum design decisions and what concepts of equity did these decisions evoke? (2) How did teachers characterise their process for centring equity in the collaborative design of their biology units? (3) What do teachers describe as outcomes of their work? (4) What did teachers experience as supports – or challenges – in their efforts to design equity-centred units? Key findings include that a strong partnership and shared goals grounded in an equity framework catalysed the teachers’ work; teachers used an emergent ‘three-pronged approach’ to organise their unit planning; teachers’ centring of equity contained many facets; and teachers described multiple benefits from their TDT efforts, including greater job satisfaction and strengthened intention to remain in teaching. These findings have implications for future research and for practitioners who support the work of Teacher-Design-Teams (TDTs), particularly for science curriculum innovations that centre equity.

Infection prevention and control in 2030: a first qualitative survey by the Crystal Ball Initiative

BackgroundHealthcare delivery is undergoing radical changes that influence effective infection prevention and control (IPC). Futures research (short: Futures), the science of deliberating on multiple potential future states, is increasingly employed in many core societal fields. Futures might also be helpful in IPC to facilitate current education and organisational decisions. Hence, we conducted an initial survey as part of the IPC Crystal Ball Initiative.MethodsIn 2019, international IPC experts were invited to answer a 10-item online questionnaire, including demographics, housekeeping, and open-ended core questions (Q) on the “status of IPC in 2030” (Q1), “people in charge of IPC” (Q2), “necessary skills in IPC” (Q3), and “burning research questions” (Q4). The four core questions were submitted to a three-step inductive and deductive qualitative content analysis. A subsequent cross-case matrix produced overarching leitmotifs. Q1 statements were additionally coded for sentiment analysis (positive, neutral, or negative).ResultsOverall, 18 of 44 (41%) invited experts responded (from 11 countries; 12 physicians, four nurses, one manager, one microbiologist; all of them in senior positions). The emerging leitmotifs were “System integration”, “Beyond the hospital”, “Behaviour change and implementation”, “Automation and digitalisation”, and “Anticipated scientific progress and innovation”. The statements reflected an optimistic outlook in 66% of all codes of Q1.ConclusionsThe first exercise of the IPC Crystal Ball Initiative reflected an optimistic outlook on IPC in 2030, and participants envisioned leveraging technological and medical progress to increase IPC effectiveness, freeing IPC personnel from administrative tasks to be more present at the point of care and increasing IPC integration and expansion through the application of a broad range of skills. Enhancing participant immersion in future Crystal Ball Initiative exercises through simulation would likely further increase the authenticity and comprehensiveness of the envisioned futures.

Transition of medium of instruction in bilingual education in Aba Prefecture

Abstract The medium of instruction (MoI) in the bilingual education of Aba Tibetan and Qiang Autonomous Prefecture is regulated through two modes. The first stipulates that Putonghua should be used for most school subjects, while the second requires exclusive use of Putonghua as the MoI for all subjects. In 2023, a field trip was conducted to investigate the ongoing implementation of MoI in bilingual schools for Tibetan students in Aba Prefecture. This research initially examines the current bilingual education situation for Tibetans in two local schools, with a focus on classroom teaching supported by the first MoI mode. It reveals that translanguaging pedagogy is a primary practical strategy employed to adapt to the transition from the first MoI mode to the second. Furthermore, it scrutinises attitudes and localised strategies of teachers, students and parents towards this transitional process, aiming to provide a comprehensive understanding of the current medium of instruction for Tibetan students. The findings indicate that (1) teachers’ translanguaging practices significantly contribute across three dimensions; (2) stakeholders’ attitudes towards bilingual education transformation vary; and (3) partial national initiatives offer support to promote the transition in different ways. Finally, this paper briefly summarises existing discrepancies related to MoI transitions and translanguaging practice, and offers insights into future developments in MoI transition for minority ethnic students attending bilingual schools in China.

An Empirical Study on Teaching Management and Quality Feedback Based on Human Behavior Detection

In the current education field, the assessment of teaching management quality mostly relies on subjective judgment and static data, and lacks a real-time and dynamic feedback mechanism. In this study, we propose a deep learning-based human behavior analysis method, which aims to assess teaching management quality in real time by analyzing the behaviors of teachers and students in the classroom. First, in order to detect individual students in the video stream, an augmented detection framework based on YOLO v5s is introduced to process and analyze human actions and interaction patterns in the video data. Immediately after that, we design a channel residual decoupled convolutional neural network to recognize the different states of students. Teaching management quality is assessed by detecting students' classroom attention scores. By conducting experiments in different disciplines and teaching management environments to collect and train the model, the results show that the method can effectively improve the objectivity and accuracy of teaching management quality assessment.

Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide

This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.

Connecting plant science education in undergraduate life science courses to plant awareness disparity, Vision and Change, and sustainability careers

ABSTRACT Ensuring that botany and plant sciences are being included in undergraduate life science curricula is necessary for developing a future global sustainability workforce. To gain a baseline understanding, we surveyed life science educators in the U.S. about current botanical education. We further evaluated these data to determine connections to the frameworks of plant awareness disparity (PAD), a framework detailing the inability to notice or appreciate the plants in one’s own environment, and Vision and Change, an educational framework in the U.S. for preparing undergraduate biology students for the 21st century. Results from 245 responses revealed that most instructors use botanical examples and implement diverse hands-on botanical experiences. Our data suggest that hands-on botanical experiences are better suited to address PAD, the more science practice-centred framework, while plant examples are better suited to increase the understanding of core concepts of Vision and Change, the more concept-centred framework. We recommend that life science educators should 1) remain diligent in providing plant examples and hands-on botanical experiences in large introductory courses, 2) incorporate more botany education in general education courses (not required by the major but required by the institutions) and non-major courses, and 3) include educators outside of botany in these efforts.

Stop leaving people with disability behind: Reviewing comprehensive sexuality education for people with disability

Background: The pathologisation of people with disability1 has long affected the educational quality of the sexuality education they receive. Whilst concern for people with disability has been growing in some comprehensive sexuality education settings, the quality of education in these spaces is variable and typically accommodations for people with disability are not made. The lack of accessibility fosters few opportunities to learn about and practise skills related to establishing and maintaining social relationships, including platonic, romantic and sexual relationships, thereby limiting informed decision-making. Moreover, the lack of good quality sexuality education significantly increases the risk of sexual abuse, assault, and family and domestic violence – impacting people with disability’s self-determination, autonomy and ultimately, ability to work, live independently, and maintain their mental and physical health. Objective: Few reviews of comprehensive sexuality education programmes for people with disability have been reported. Therefore, four current comprehensive sexuality education programmes for people with disability were reviewed, including their content and the topics included; the feasibility of implementation including costs; different accessibility considerations for varied learners and disabilities; and methods of delivery. This allowed an assessment of their strengths and opportunities for people with disability. Results: The review highlighted strong positive changes occurring within the field, as well as challenges due to funding limitations, and the extensive number of topics under comprehensive sexuality education that need to be addressed in teaching and delivering quality comprehensive sexuality education to people with disability. Conclusion: Informed by the evidence in this review, we advocate for the inclusion of a more comprehensive range of topics, including gender and sexuality diversity within accessible comprehensive sexuality education for people with disability, and the establishment of appropriate forms of teacher education and training to increase confidence and comfort when delivering comprehensive sexuality education to people with disability.

Analysis of Advanced Models of Labor Education in Vocational Schools in the New Era and Thoughts on Curriculum Optimization

This paper focuses on the important topic of labor education in vocational schools in the new era. Based on in-depth exploration of relevant theories and practices, it comprehensively analyzes many problems existing in the current labor education in vocational schools, such as insufficient attention, weak teaching staff, lack of practice bases, and imperfect evaluation mechanisms. Then, it puts forward a series of targeted optimization strategies, including strengthening the educational concept, optimizing the curriculum system, strengthening the construction of the teaching staff, improving the practice bases, and establishing a scientific evaluation mechanism. At the same time, it deeply discusses and expounds on advanced modes, such as industry-education integration, innovation and entrepreneurship education, and modern apprenticeship, aiming to promote the high-quality development of labor education in vocational schools, cultivate high-quality laborers that meet the requirements of the new era, and provide strong talent support for social and economic development.

Medical Students' Knowledge, Perceptions, and Expectations Regarding Telemedicine Education

Aim: This study aims to determine the knowledge levels and perceptions of medical faculty students about telemedicine, as well as their willingness to be prepared for telemedicine before graduation from their own perspectives. In line with this aim, the current situation was comprehensively analyzed to develop solution proposals. Method: In this study, which employs a cross-sectional survey design, data were collected using both qualitative and quantitative questions. Participants were asked direct questions (e.g., yes/partially, undecided/no; very low=1 to very high=5), followed by follow-up questions (direct or open-ended) related to these questions, aiming to gain in-depth information about their perspectives. The data obtained from open-ended questions, which were designed to allow participants to express their thoughts freely and in detail, were analyzed using content analysis techniques, including categorical and frequency analysis. Results: The study results indicated that although the number of students taking courses related to telemedicine or telemedicine applications in their current medical education processes is quite low, nearly half of the students stated that they have at least a low level of knowledge about this subject. Specifically, 48.2% of the students reported having no knowledge of the telemedicine concept, while 33.4% indicated partial knowledge. Despite this, 67.8% of the students expressed that telemedicine should be included in the curriculum. Moreover, students who had taken a course related to telemedicine reported significantly more knowledge (M=3.74) compared to those who have not taken such a course but claim to have some knowledge (M=2.29) (F(1, 268) = 291.841, p < 0.01). These findings emphasize the necessity of including telemedicine education in the curriculum. Discussion: As medicine continues to incorporate telemedicine technologies into patient care, it is important for medical faculties to introduce students to the care methods they will use in the future, allowing them to analyze the advantages and disadvantages. The results of this study also showed that the majority of students are aware of the importance of telemedicine and its education. While the majority of students expressed positive views about the inclusion of telemedicine courses in the medical faculty curriculum, a significant portion also stated that it should be integrated into other courses. This indicates that students are interested in telemedicine and believe that it should be taught either as a separate course or integrated into other courses within the curriculum. Therefore, the curriculum should be updated to accommodate digitalization and telemedicine technologies. It is important to provide necessary education before graduation so that medical students, who will play a key role among future health professionals, are prepared for the digitalized health system. To achieve this, the curriculum should be updated to include courses that contribute to their digital competencies or integrate relevant achievements into other courses. Additionally, efforts should be increased and education provided to protect against risks associated with the use of telemedicine and its processes.

Intelligent long jump evaluation system integrating blazepose human pose assessment algorithm in higher education sports teaching

There are issues in current higher education long jump teaching, e.g., assessment relies on teachers' experience, lacks scientific evaluation, and can't quantitatively give performance feedback to students. To address these issues, this research first divides the long jump process into the approach run and mid-air phases. Secondly, it proposes a method for measuring approach run speed based on virtual line velocity algorithm. Subsequently, by combining the BlazePose human pose assessment algorithm with posture matching algorithms, a technique for assessing mid-air long jump movements integrated with BlazePose human pose assessment algorithm is designed. Finally, an intelligent long jump evaluation system incorporating the BlazePose human pose assessment algorithm is established. The research findings demonstrate that the average accuracy of video at 120FPS reaches a maximum of 94.47%. The assessment accuracy of mid-air long jump movements integrated with the BlazePose human pose assessment algorithm is highest, with accuracies of 94%, 90%, and 88% for the takeoff, hip extension, and abdominal contraction key movements respectively. Additionally, the method shows a scoring result with an average error range of 3 points compared to evaluations by professional teachers. In the practical application of the BlazePose human pose assessment algorithm's intelligent long jump evaluation system, evaluation scores and long jump proficiency receive scientifically objective assessments, while teachers provide targeted corrective feedback, achieving good application results. In summary, the proposed intelligent long jump evaluation system exhibits good performance, complete functionality, and can provide quantifiable data references for both teachers and students.

The Role of The Community in Inclusive Education

The current inclusive education has not been fully realized. The community also does not fully understand the paradigm of inclusive education and therefore cannot contribute much to it. The role of the community is a very important component for the success of inclusive education, because the community has various resources needed by the school and at the same time the community is also the owner of the school in addition to the government. When community participation can be maximized in supporting inclusive education, the goal of education for welfare will be achieved. The purpose of this study is to find out how the role of the community in the sustainability of inclusive education.

Centering Diversity, Equity, and Inclusion in Graduate Admissions.

Many undergraduate neuroscience trainees aspire to earn a PhD. In recent years the number, demographics, and previous experiences of PhD applicants in neuroscience has changed. This has necessitated both a reconsideration of admissions processes to ensure equity for an increasingly diverse applicant pool as well as renewed efforts to expand access to the training and research experiences required for admission to graduate programs. Here, we describe both facets of graduate school admissions by demystifying the process and providing faculty with tools and resources to help undergraduate students successfully navigate it. We discuss admissions requirements and processes at two graduate institutions, highlighting holistic approaches to evaluating students, the ever-increasing research experience expectations, and the decreasing reliance on the GRE. With a particular focus on improving equity, diversity, inclusion and belonging, we discuss resources for applying to graduate school that are available for students from underrepresented populations, including summer institutes and fellowship programs and intentional relationships with minority serving institutions (MSIs) to foster bi-directional engagement between undergraduate programs at MSIs and graduate institutions. With diverse perspectives as faculty involved in undergraduate education, graduate programs, and post-baccalaureate training programs, we provide recommendations and resources for how to help all trainees - especially those from populations underrepresented in the STEM workforce - succeed in the current graduate education admissions landscape.

Application of Multimedia Technology in PE Teaching in Colleges and Universities

With the rapid development of information technology, multimedia technology has gradually penetrated various fields, including physical education in colleges and universities. Traditional physical education teaching methods lack interaction, and it is difficult to ensure the durability and depth of the effect of teaching. In college physical education teaching, multimedia technology can be displayed through various forms of media, and it helps to stimulate students' interest and enthusiasm in learning. Therefore, we need to find a new teaching method to improve current physical education in colleges and universities. This paper expounds the applications of multimedia technology in college physical education from three dimensions: video teaching, audio teaching, and virtual reality technology. The effect of applying multimedia technology in physical education teaching is analyzed through case studies. This paper will provide a useful reference for the innovation and development of physical education teaching in colleges and universities.

The digital readiness of future physicians: nurturing the post-pandemic medical education

BackgroundThe COVID-19 pandemic has accelerated the integration of digital technologies in the healthcare sector. Telemedicine has notably emerged as a significant tool, offering a range of benefits. However, various barriers, such as healthcare professionals’ insufficient technological skills and competencies, can hinder its effective implementation. Scholars have examined the readiness of future physicians, with some studies exploring their readiness before or during the COVID-19 crisis. There is, however, a noteable gap in the literature concerning the post-pandemic period. This study aims to identify gaps in current medical education programs by examining two primary aspects: (1) technical readiness (encompassing general and health-related digital competencies) and (2) behavioural readiness, which includes prior experiences and future intentions related to telemedicine education and implementation among medical students and residents.MethodsA cross-sectional study was conducted using a web-based questionnaire administered to medical students and residents at a major Northern Italian university. The survey responses were analyzed to ascertain whether their distributions varied across demographic variables such as gender and level of education.ResultsThe most commonly owned technologies were laptops and smartphones, with smartphones perceived as the easiest to use, while desktop computers presented more challenges. Approximately 38% of respondents expressed apprehension about applying digital health information in decision-making processes. There was a significant lack of both personal and academic experience, with only 16% of students and residents having used telemedicine in a university setting. Despite this, 83% of participants expressed a desire for training in telemedicine, and 81% were open to experimenting with it during their academic journey. Moreover, 76% of respondents expressed interest in incorporating telemedicine into their future clinical practice.ConclusionsThis study highlights the need for medical students and residents to receive specific education in digital health and telemedicine. Introducing curricula and courses in this domain is critical to addressing the challenges of digital healthcare.

Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

What seems to be overlooked in current higher education research is the perspective of individual doctoral students in applied linguistics and how they comprehend the academic training culture within U.S. neoliberal universities. Through an autoethnographic (AE) approach, this study investigated how I as a Chinese doctoral student experienced different stages of identity negotiation in my doctoral program. The findings, which integrated theories of academic identity, the third space, and neoliberalism, were primarily derived from my self-reflection data throughout the pandemic. The arguments center around the coexistence of multiple identities and an asynchronous process of identity construction, which were influenced and shaped by study-work balance, laissez-faire supervision, the digital third space, and the pressures from neoliberal norms. The study brings insights into theoretical models from an AE perspective and recommends that higher education stakeholders adopt a flexible approach to doctoral supervision and academic publishing. Autoethnography offered a first-person perspective for in-depth meaning-making, facilitating a comprehensive and nuanced understanding of one’s academic journey of becoming.

CREATION OF A NEW METHODOLOGY FOR THE DEVELOPMENT OF DESIGN COMPETENCE AMONG FUTURE ENGINEERS

This article explores the challenge of developing design competence in engineering students, a skill set increasingly vital in the face of modern technological demands. It introduces a novel methodology aimed at enhancing the training of future engineers, equipping them with the necessary tools to solve complex design and construction problems effectively. Grounded in an in-depth analysis of current engineering education practices, the proposed methodology integrates modern technologies, project-based learning, and an interdisciplinary approach to create a comprehensive and innovative educational framework.

Adopting a pedagogy of connection for medical education.

In this article, we propose developing a "pedagogy of connection" based on the history and evolution of medical education in Brazil. This pedagogy emerged from the intersection of the healthcare and higher educational systems, both dedicated to the principles of social justice and universal access, in response to the country's efforts to address the enduring impacts of slavery and social inequality. Following the "Sanitary Reformation" movement-a foundational moment for Brazil's healthcare and medical education systems-Brazil established the Unified Public Healthcare System (Sistema Único de Saúde - SUS). SUS is founded on principles of universality, integrality, equity, community participation, political and administrative decentralisation, hierarchisation and regionalisation. Aligned with these core principles and inspired by critical pedagogy, Brazilian medical education has evolved with a profound commitment to social justice, critical consciousness, professional presence and compassion. This evolution has given rise to a "pedagogy of connection," which imbues medical education with a sense of purpose and joy, preparing future medical professionals to address the challenges of our ever-evolving society and healthcare systems. The connections fostered by this pedagogy occur in complementary dimensions: (a) healthcare system and society, (b) community, (c) profession, (d) patients, and (e) ourselves. This innovative pedagogy enhances medical education discourse and practice by emphasising the development of a professional identity grounded in social justice and patient-centred care, which remain challenges for current medical education systems. As the global medical education community embraces decolonisation, this pedagogy offers a framework that can be adapted and enriched in various contexts worldwide, fostering opportunities for mutual learning from diverse educational systems in a dialogical and democratic manner.

Integrating Generative AI in Data Science Programming: Group Differences in Hint Requests

Generative AI applications have increasingly gained visibility in recent educational literature. Yet less is known about how access to generative tools, such as ChatGPT, influences help-seeking during complex problem-solving. In this paper, we aim to advance the understanding of learners’ use of a support strategy (hints) when solving data science programming tasks in an online AI-enabled learning environment. The study compared two conditions: students solving problems in DaTu with AI assistance (N=45) and those without AI assistance (N=44). Findings reveal no difference in hint-seeking behavior between the two groups, suggesting that the integration of AI assistance has minimal impact on how individuals seek help. The findings also suggest that the availability of AI assistance does not necessarily reduce learners’ reliance on support strategies (such as hints). The current study advances data science education and research by exploring the influence of AI assistance during complex data science problem-solving. We discuss implications and identify paths for future research.

MITIGATING RESPONDENT FATIGUE IN SELF-ASSESSMENT: CEFR-BASED ITEMS FOR MALAYSIAN UNDERGRADUATES

Background and Purpose: The Common European Framework of Reference for Languages (CEFR) is an internationally recognised instrument for describing language skills. It describes language proficiency on a six-level scale, ranging from A1 for beginners to C2 for those who have already mastered a language. The roadmap in the Malaysian Education Plan 2013-2025 sets B2 as the target for Malaysian higher education graduates as this is the level at which they can expect to get a job and function adequately in English, while graduates of English language degree programmes are expected to reach C1 when they graduate. The aim of this study is to test and verify whether it is appropriate to use only the items from B2, C1 and C2 to measure the language proficiency of Malaysian students to avoid respondent fatigue in answering the questionnaire. Methodology: A proportionate stratified random sampling method was used and four strata were defined: Strata I and II were male and female students in public institutions, Strata III and IV were male and female students in private institutions. The instrument used was a questionnaire containing demographic profiles and eight items from the CEFR Global Self-Assessment Grid. Exploratory factor analysis and reliability analysis were conducted using SPSS. Findings: The eigenvalue of 7.263 with factor loadings between 0.774 and 0.854 and the Cronbach’s alpha value for language ability of over 0.9 indicate excellent reliability of the selected items. The study found that Malaysian university students were good at understanding and discussing personal information, events, opinions and plans. However, they found it difficult to understand complex and longer texts, to use language flexibly in social and academic settings and to express themselves without constantly asking for feedback. As the current education system focuses too much on memorization, it does not contribute to the development of practical language skills. In order to improve, students should use the CEFR as a self-assessment tool. Contributions: The findings of the study contribute to the understanding of the optimization of the CEFR framework in Malaysian higher education by reducing respondent fatigue and improving the quality of self-assessment. The study provides empirical evidence of the effectiveness of using CEFR-based items at B2, C1 and C2 levels in reducing fatigue, improving the quality of self-assessment and informing language teaching and learning practices. The findings can assist educators and policy makers in developing more effective language teaching and assessment strategies that promote student learning outcomes and ultimately improve the language education of Malaysian students. Keywords: CEFR rubric, ESL, self-assessment, perceived language proficiency, answering fatigue. Cite as: Tg Nur Liyana, T. M. F., Wan Nazihah, W. M, & Mimi Mazlina, M. (2024). Assessing the self-perceived language proficiency of Malaysian ESL learners in higher education utilizing the Common European Framework of Reference (CEFR). Journal of Nusantara Studies, 9(2), 474-489. http://dx.doi.org/10.24200/jonus.vol9iss2pp474-489

Intellectual Humility: What Shapes Its Expression and Interventions for Its Promotion

Intellectual humility is the belief that one can be intellectually limited and fallible. It is widely found that intellectual humility expression can benefit the learning process and improve education outcomes. Under a metacognitive frame, contemporary theories on Field-specific Ability Belief (FAB) argue that what one believes in the necessary "ingredients" for success decidedly affects how the external and internal factors shape the expression of intellectual humility. The versatile nature of FABs has also proven interventions effective in promoting intellectual humility expression. Recent attempts to help students through forestart programs in embracing a growth mindset have concluded successful. Longitudinal data meta-analyses have also offered empirical support addressing the necessity of refining current education for more voluntary intellectual humility expression. The findings in this paper suggest a very promising field for future studies fostering broad education improvements.