Current Educational Approaches Research Articles

Environmental Sustainability in Oral Health Professional Education: Approaches, Challenges, and Drivers-ADEE Special-Interest Group Report.

This paper reports on the scholarship activity of the 'Sustainability in Dentistry' Special-interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions. A mixed-methods approach was used to fulfil the aims of this study. A pre-workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in-person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum. The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non-clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special-interest group participants proposed strategies to overcome these challenges that centred around 14 themes. This paper reports recent scholarship activity by ADEE's 'Sustainability in Dentistry' SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed.

Assessing Academic Perspectives on Infodemic Management and Health Security: A Needs-Based Approach

Abstract Background The information environment significantly impacts public health decisions, behaviors, and health security. Misinformation and disinformation can compromise health interventions and undermine public trust, and this phenomenon, known as the infodemic, is increasingly challenging to address and requires innovation and transformation of public health and education of the health workforce. This study aimed to assess the relevance of infodemic management (IM) to different academic fields and training needs to create a competent workforce. Methods As part of the US Federal Assistance Award within the University Partnership Program between Emory University and the University of Belgrade, a mixed-methods study was conducted to evaluate the curricula of all 31 faculties at the University of Belgrade. An online survey was distributed to faculty deans to assess the current educational framework and opinions on IM in various academic fields. This approach provided a multidimensional view of how IM is perceived and integrated across diverse disciplines. Results The survey received 33 responses from different departments at the University of Belgrade. Over 75% of participants identified misinformation as prevalent in their respective fields. More than half of the respondents believe that students are not sufficiently familiar with the concept of the infodemic and its potential consequences, only 9% believe these topics are well covered in the current curriculum, and over 90% agree that additional content on IM is required to update study programs, indicating a gap in our current educational approach. Conclusions Academic circles have acknowledged the issue of misinformation and its negative impact on public health. Current gaps in academic curricula indicate the critical necessity of integrating IM into educational programs. This innovative approach will provide future specialists with the necessary skills to navigate the complexities of the modern information ecosystem. Key messages • Over 75% of surveyed professors identify misinformation and disinformation as prevalent in their professional fields, indicating a widespread impact. • Over half of professors feel academic programs do not sufficiently equip students to navigate the information ecosystem, with over 90% calling for additional infodemiology content.

고등학생의 비판적 사고력이 정치적 관용에 미치는 영향

This study investigates the relationship between critical thinking and political tolerance among high school students in South Korea, addressing gaps in current educational approaches that emphasize tolerance as an abstract value without adequately equipping students to confront the roots of intolerance. The research examines how critical thinking skills and dispositions influence political tolerance, proposing enhancements to social studies curricula. Using a sample of 300 high school students from the Seoul metropolitan area, the study employs multiple regression analysis to test two hypotheses: that critical thinking positively influences political tolerance, and that critical thinking dispositions moderate this relationship. The findings indicate that both critical thinking skills and dispositions significantly enhance political tolerance; however, the moderating effect of dispositions was not statistically significant. These results underscore the importance of integrating critical thinking into political education, suggesting that fostering such skills and dispositions may more effectively promote political tolerance and democratic values than traditional methods. The study offers valuable insights for educators seeking to improve political tolerance education in South Korea.

Conectando jovens com a literatura: Uma análise das práticas pedagógicas e seus impactos

This study addresses the distancing of high school students from Literature and the effectiveness of current pedagogical practices in teaching this field. The justification for the research stems from the growing perception that Literature, often approached in a fragmented and academic way, cannot engage students as it should. The main objective is to analyze how pedagogical practices influence the formation of readers and to explore alternatives to improve the engagement of young people with literary texts. To achieve these objectives, the methodology adopted included a theoretical review of the contributions of scholars such as Calvino and Todorov, in addition to the analysis of prevalent pedagogical practices. The research examines how these practices impact students' perception of Literature and evaluates the effectiveness of different educational approaches. The results show that current pedagogical approaches often lead to students' disinterest, highlighting the need for a reformulation of teaching strategies. The research suggests that more interactive and contextualized methods can improve young people's engagement with Literature and enrich their cultural and critical formation. It is concluded that a review of pedagogical practices is essential to revitalize students' interest in Literature and strengthen their connection with cultural heritage.

This Is Not a ‘Drill’: Young People’s Understandings of and Hopes for Sustainability Education in England

Global surveys show that young people are concerned about sustainability and climate change and how it will affect their future. Education for Sustainability is seen as a key approach that can equip young people with the knowledge, skills, and competencies to act for climate justice. Despite much policy attention on Education for Sustainable Development (ESD), this paper argues that current educational approaches inadequately prepare young people to understand and engage with climate change and sustainability issues. Drawing on a unique survey of 1655 young people in England, this study identifies significant knowledge gaps in understandings of sustainability concepts and a strong demand for educational reforms. Quantitative data reveal variations in sustainability understandings across age, gender, and income, while qualitative insights uncover young people’s feelings about the gaps in their education, exposing their fears, anger, powerlessness, and hopes for change. This study highlights the dominance of consumer choice in young people’s perceptions of sustainability, emphasizing the need to shift from individualistic to collective actions. This paper concludes with a call to integrate sustainability education into the English National Curriculum to promote holistic and action-oriented learning and create opportunities for nurturing hope through transformative education.

A Cross Sectional Study On Knowledge, Risk Perception and Behavior related to Climate Change Among Students of University of Cyberjaya

Introduction: Climate change refers to long-term shifts in temperatures and weather patterns, primarily driven by human activities. It is crucial to introduce the importance of understanding about climate change and its impacts on both the environment and human well-being worldwide as an integral component of educational curricula within institutions However, there is still lack of research on the knowledge, awareness and behaviour regarding climate change among students in the higher institution in Malaysia. Objectives: The study focuses on assessing the relationship between knowledge, risk perception, and behaviour related to climate change among University of Cyberjaya students. Methodologies: Cross-sectional study with proportionate stratified random sampling was conducted among University of Cyberjaya students using a validated questionnaire that cover sociodemographic characteristics, knowledge, risk perception, and behaviour related to climate change. The data was collected using self-administered questionnaires (Google Form) via online and via physical approach. Data then analyzed with JASP 0.17 software; chi-square was used to determine associations between knowledge and risk perception, knowledge and behaviour, and risk perception and behavior of climate change. A statistical test with a p-value of less than 0.05 considered statistically significant. Results: The results indicate that climate change-related knowledge level among students at the University of Cyberjaya is mostly fair to low, with 29.6% have low knowledge and 36.1% fair knowledge. The risk perception among students is notably high, with 56.4% having a high-level of perception and 43.6% having a low-level perception towards climate change. 63.9% of the students have poor behaviour related to climate change. There is a statistically significant association between the knowledge level of climate change and the risk perception towards climate change among students at the University of Cyberjaya (p-value < 0.05). The association between risk perception and behaviour was found to be statistically significant (P < 0.001). However, the association between knowledge and behaviour towards climate change among students was not statistically significant (P = 0.054). This research provides valuable finding for the decision maker in higher institution to incorporate the understanding about climate change for the effectiveness of current educational approaches and the potential for future improvements.

Assessment Spatial Perception Skills of Primary School Pupils: A Case Study at North Macedonia

This research conducted a thorough evaluation of the geographical knowledge of primary school pupils in grades 3 to 5, focusing on the Republic of North Macedonia. The assessment involved a carefully crafted pre-atlas and post-atlas test, categorizing questions into Map and Atlas concepts (Category A), Directions, geographical regions, and neighboring areas (Category B), and Tourism and Economy in North Macedonia (Category C). The objective was to gauge pupils' proficiency in various aspects of geography while considering potential variations based on gender and grade level. The results, based on the accurate responses of 339 participants, revealed interesting patterns in knowledge distribution. The study highlighted both strengths and weaknesses, indicating varying success rates across categories and questions. Additionally, it unveiled gender-specific and grade-dependent differences in geographical knowledge. These findings offer valuable insights into the efficacy of current geography and spatial education approaches for young learners, emphasizing the necessity for targeted interventions to enhance spatial awareness and geographical literacy in primary education, especially primarily through the incorporation and utilization of maps and atlases within the lower grades of primary schools

Digital competence analysis to inform current pedagogy and curricula

The importance of DCs (digital competences) at all levels of education is evident, given the extensive literature, international legislation, projects, and pedagogical resources emerging and developing over the past decade. Therefore, DC frameworks for different types of educational contexts have been proposed. For example, DigCompEdu (“European Framework for the Digital Competence of Educators”, Punie & Redecker, 2017) has been widely accepted and adapted to different academic areas and geographical regions (e.g., in Spain, see Mora-Cantallops et al., 2022). According to these guidelines, DC formation in education includes various developmental sections and aspects (e.g., digital creation, online assessment, student empowerment, and so on), which teachers can check for self-reflection and critical thinking. Given the criteria established, different levels of expertise can be inferred according to competence variables, and, based on these, educators can work towards improving one aspect or another in the DC spectrum. Nonetheless, despite this established framework of digital skills in education, there is a need for more contrastive analyses of actual DC developments in cross-disciplinary and cross-curricular ecologies: How current pedagogical approaches may vary within an exponentially growing digital world is, in fact, a key issue deserving further scholarly attention at various research dissemination levels. [1] A fair question, then, to ask is whether the post-pandemic era is witnessing significant DC developments and changes across the curriculum, and if so, to what extent. Also, related to this concern, is the lingering question of how digitally competent educators and learners really are in formal and informal teaching/learning scenarios? Further, how may pedagogy-informed decisions be made and integrated into current policies, projects, and planning in an era where technology should have become so familiar that it is invisible (cf. Bax, 2003)? During the pandemic, an increased use of digital resources was seen, leading pedagogy experts to focus on educational policies and programmes for DC integration in curricula across geographical areas (e.g., Ganimian et al., 2020; McGarr et al., 2021; Selfie for teachers, 2022; Arcón & Monje, this special issue). This implementation of digital practices, often attempting to quell rising anxiety and fears related to decreased educational levels due to COVID, resulted in both successful and failed scenarios for learning, whereas it could also contribute to the ever-increasing digital divide between regions and social classes / groups (e.g., see Gómez Trigueros & Yáñez, 2021; Castelo Branco et al., 2022; Viscarret et al., 2022). As a result, a re-consideration of DCs, their definition, and description for curriculum design, are manifestly important nowadays. A recent case is the need for regulating and framing GenAI resources and practices in all types of academic / educational environments, entailing a (re)formulation of DC mechanics, objectives, purposes, and implementation (e.g., see Dwivedi et al., 2023; Fleckenstein et al., 2024; Lan & Chen, 2024). [1] Despite an increase in pedagogy-focused investigations, the reality is that a wide gap still exists between researchers’ reflections and the teaching community’s actual practices, as observed in different meta-analyses (e.g., Sato & Lowen, 2022; Boulton & Vyatkina, 2024).

Pedagogical and educational management innovations and the opportunity to study the SDGs with intentionality

The article seeks to identify the main educational tools in current educational approaches that promote the intentional study of the Sustainable Development Goals (SDGs), based on pedagogical and educational management innovations that focus on the comprehensive and interdimensional development of the student. It is expected that the paper will support results capable of identifying incentives in basic education for access to knowledge and accountability for the goals established by the 2030 agenda.

Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students' Perspectives.

The integration of technology into medical education has witnessed significant growth in recent years, with tools such as virtual reality, artificial intelligence, and telemedicine gaining prominence. These tool in medical education, offering immersive, experiential learning experiences. We approached medical students currently enrolled in medical education programs and who are familiar with and actively use AI in medical education. Initially, we invited 21 random students to participate in the study; however, only 13 agreed to interviews. Some students cited their busy exam schedules as the reason for not participating. The participants were informed of the objective of the study before the commencement of the recorded interviews. Semi-structured interviews were used to guide the record interviews. Audio recordings were transcribed and analyzed using Atlas.ti, a qualitative data analysis software. Participants exhibited a diverse range of perceptions and levels of awareness regarding VR, AI, and telemedicine technologies. Learning with virtual reality was considered to be fun, memorable, inclusive, and engaging by participants. The use of virtual reality technology is seen as complementing current teaching and learning approaches, helping to build learners' confidence, as well as providing medical students with a safe environment for problem-solving and trial-and-error learning. The students reported that AI was seen as a potential game-changer in the healthcare sector. Participants hoped that telemedicine would provide healthcare services to remote and underserved populations. The study conducted focus group discussions with medical students and residents in Saudi Arabia to explore their views on integrating VR, AI, and telemedicine in medical education and practice. Their insights highlight the need for informed decision-making and strategic development to optimize the benefits and address challenges like initial investments, technical issues, ethics, and regulations. These considerations are crucial for fully realizing the potential benefits of technology in medical education globally.

Enhancing the Professional Skills of Future Biologists Through Laboratory Training

The development of professional skills is essential for biology students to be successful in their future careers. However, current teaching approaches often fail to provide adequate training. The aim of this theory to practice study was to develop an effective methodology for improving the professional skills of biology students through laboratory work. Theoretical and diagnostic methods, mathematical statistics, empirical methods, and a questionnaire were used. The results showed a significant increase in competencies after the laboratory training intervention. Students demonstrated significant improvements in technical skills, critical thinking, teamwork, and communication. In conclusion, structured practical laboratory training shows promise for enhancing the professional capabilities of aspiring biologists. The practical value of this study is to develop work skills, independent decision-making ability, and professional skills, in line with the requirements of modern scientific community.

L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers’ multilingual repertoire

ABSTRACT A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of additional languages produced partially conflicting findings. This longitudinal study (three measurement time points within 1.5 years) investigates the impact of social, cognitive, and linguistic variables on English proficiency. We rely on data gathered from 374 unbalanced bilinguals (Russian-/Turkish-German), dominant in German, and 600 monolingual (German) students attending grades seven to ten in Germany. We use multiple linear regression models predicting English proficiency to track longitudinal changes. The results show that German reading proficiency and visual-spatial cognitive ability positively impact L2/L3 English C-test scores. In addition, the impact of heritage language proficiency is not statistically significant and language background did not bring about clear differences between the monolingual and bilingual cohorts per se. We conclude that there are differences between the Turkish-German students and their peers, but not between the monolinguals and Russian-German students. We discuss these findings in light of current teaching approaches prevailing in Germany's foreign language classrooms and perceptions of heritage languages in society.

Harmonizing Tradition and Innovation: Exploring Cross-cultural Elements in Contemporary Chinese Piano Compositions

With the globalization of music education, the piano has emerged as a universally embraced instrument, serving as a conduit for cultural exchange. Chinese piano music, a fusion of traditional Chinese and Western cultures, occupies a crucial position in global music education. This study investigates the cultural significance, impact on cultural identity, cross-cultural elements, and pedagogical approaches associated with contemporary Chinese piano compositions. Through qualitative analysis of survey data collected from 30 music majors at Yunnan University of the Arts Wenhua College, several key findings emerged. Chinese piano music plays a vital role in representing contemporary Chinese culture on a global stage, harmonizing traditional elements with innovative approaches. Engagement with this genre positively influences cultural identity and pride among students, fostering a deeper connection to their heritage. The study identifies cross-cultural elements and innovative techniques in Chinese piano compositions, providing insights for educators and composers. Furthermore, it highlights the need for a more balanced representation of Chinese piano music in music education curricula, addressing gaps and biases in current pedagogical approaches. Overall, this study contributes to a deeper understanding of contemporary Chinese piano music's cultural significance and its implications for music education, cultural diplomacy, and compositional innovation.

DELVING INTO THE NEEDS OF DESIGN AND TECHNOLOGY TEACHERS' DIGITAL COMPETENCY

The current digital changes in the industrial world of work impacted the need for education in terms of equipping students with future skills. This situation requires teachers to adjust their instructional strategies in response to the present requirements of their students. The current educational approach provides students with exposure to the challenges and requirements of the modern era, characterised by the swift progression of technological advancements. Therefore, it is imperative that teachers possess the necessary competence to adapt and stay abreast of these current advancements in technology. Reports indicate a deficiency in teachers' integration of technology into their teaching activities in the subjects of Design and Technology (D&T). Hence, this study aims to determine the required complementary skills that are essential to D&T teachers in order to ensure that their competencies are in line with the demand of digitalization in education. This study employed a comprehensive literature method by analysing sufficient articles in journals that related to the scope of the study. The findings of the study identified digital literacy, technology integration, and technical competency as skills that teachers should possess in delivering D&T subjects to meet the demands of digitalization in education. Therefore, the outcome of this study provides valuable insights into emerging skill requirements for teachers in the D&T subjects, which are in line with current demands and trends. Consequently, this research offers valuable insights for stakeholders. These insights can be used to ensure that D&T teachers are equipped with the current competencies that align with the demands of digitalization education.

Creating augmented reality-based experiences for aviation weather training: Challenges, opportunities, and design implications for 3D authoring

This paper examines opportunities and challenges of integrating augmented reality (AR) into education and investigates requirements to enable instructors to author AR educational experiences. Although AR technology is recognised for its potential in educational enhancement, it poses challenges for instructors creating AR-based experiences due to their limited digital skills and the complexity of 3D authoring tools. Semi-structured interviews with 17 aviation instructors identified current pedagogical approaches, gaps, and potential applications of AR in aviation weather education. Additionally, results highlighted the benefits of AR and obstacles to its integration into education, followed by outlining design priorities and user needs for educational AR authoring. For AR authoring toolkit development, this study recommended incorporating interactive AR lesson modules, early development of user requirements, and prebuilt AR modules. Findings will guide the development of a 3D authoring toolkit for non-technologist instructors, enabling wider AR use in aviation weather education and other educational fields.

Commentary: Toward a Cognitive Criminological Future

In Toward a Cognitive Criminological Future, the authors describe the criminology and criminal justice (CCJ) divide, discuss efforts to bridge this gap, and offer “cognitive criminology” as a solution. I highlight additional reservations about “evidence-based” and other back-end approaches to link criminology and criminal justice. I argue instead that gains can only be made by bucking current educational approaches in graduate programs that emphasize specialized “publication training” and discourage holistic reading of classic and contemporary scholarship and comprehensive knowledge attainment. I further suggest a re-evaluation of disciplinary priorities that reward quantity over quality and call instead for an emphasis on the breadth and significance of knowledge contributions. Finally, I suggest that “cognitive criminology”—rooted in business-as-usual positivism—is unlikely to promote the change necessary to address the CCJ divide but is simply going to result in half-baked attempts to measure agency and other cognitive variables to add to regression models.

Mental imagery scaffolding: The effects of detail richness and text load on geography learning

The growing importance of 3D animations in current teaching approaches becomes increasingly apparent, offering an effective way to visualize complex spatial concepts and processes in geography learning through outstanding visual representation and details. However, the effects of detail richness and text load of 3D animation on learning about processes remain unclear. Addressing this research gap, the present study adopts a quasi-experimental design involving four classes (n = 106) in the context of a geography lesson and evaluates four conditions in a 2 × 2 between-subjects design consisting of detail richness (high vs. low) and text load (high vs. low). The lessons on the rotation and revolution of the Earth were delivered by the same instructor across all conditions. Knowledge acquisition, cognitive load, learning experience, and emotions of students were measured. The results revealed that students were significantly better able to acquire knowledge immediately when exposed to the high detailed visuals but low text load condition. Low detail richness and high text load independently resulted in increased cognitive load. We also observed a significant effect of detail richness on the dimensions of pleasure and arousal, with higher levels of details associated with larger values in these dimensions. This research suggests that when the learning objective necessitates the engagement of mental imagery, incorporating detailed visuals can facilitate learning. The findings contribute to our understanding of how detailed imagery is linked to learning objectives about processes and expand our knowledge regarding the design of detail richness and text of 3D animation in the context of geography learning.

Exploring Factors Influencing Student Performance and Educational Strategies in Logistics Management Contests: An ISM Study

Nowadays, the importance of logistics management has been increasingly realized in industry and society. However, current educational approaches in logistics management seem unable to effectively equip students with the necessary skills to cope with practical issues after graduation. Recently, contest-based education has attracted logistics management educators’ attention, but how it can be effectively utilized in this discipline is largely unclear. To fill this gap, this study followed a system approach and analyzed the factors influencing student performance in logistics management contests in China using interpretive structural modelling (ISM) and Matrice d’ Impacts Croisés-Multiplication Appliquée á un Classement (MICMAC). The results suggest that the driving forces for improving student performance in contests are the instructors’ encouragement and their previous experience in instructing contests. Also, the contestants’ previous experience in academic contests, team leadership, and effectiveness of communication between instructors and contestants are critical influencing factors. Based on the results, the educational strategies for effective utilization of contest-based education in logistics management are discussed. This study contributes to the existing literature by using a system modeling approach to clarify the mechanisms of contest-based education adoption in logistics management as well as informing university teachers and higher education institutes about strategies to improve their education quality.

The Evolution of Language Learning: Exploring AI's Impact on Teaching English as a Second Language

The integration of Artificial Intelligence (AI) into language education has revolutionized the teaching of English as a Second Language (ESL). This study explores the impact of AI on ESL instruction and investigates how AI-driven technologies enhance language learning outcomes. By analyzing current pedagogical approaches and technological innovations, this research examines how AI augments traditional language teaching methods, providing personalized and adaptive learning experiences for ESL learners. AI-based language learning platforms offer interactive modules tailored to individual student needs, creating an immersive and efficient learning environment. Additionally, the use of natural language processing (NLP) and machine learning algorithms enables real-time feedback and assessment, empowering learners to improve their language skills independently. This study critically evaluates the effectiveness of AI-driven tools in addressing linguistic challenges, such as pronunciation, grammar, and comprehension, while also considering their socio-cultural implications in diverse learning contexts. By examining the evolving role of AI in ESL education, this research contributes to a comprehensive understanding of the relationship between technology and language pedagogy. The insights from this analysis will inform educators, policymakers, and stakeholders about the potential and limitations of AI in reshaping language acquisition. Ultimately, this exploration advocates for a synergistic approach that harnesses AI's capabilities to optimize ESL instruction while preserving the human elements essential for holistic language learning experiences.

Optimizing the Methodology for Teaching Spanish in Tunisian Universities

The aim of the following article is to improve the methodology used to teach Spanish in Tunisian universities. We will analyze current teaching methods and approaches and identify the limitations faced by both teachers and students. Based on this evaluation, we will propose more efficient pedagogical strategies to improve the quality of Spanish teaching. The implementation of these strategies will lead to greater success in language learning, as well as increased interest from students in studying Spanish in Tunisia.