Current Educational Context Research Articles

What does the future hold for Italian universities? Critical perspectives from Bernard Stiegler

ABSTRACT This article aims to provoke thoughtful reflection on the university’s raison d'être and the factors contributing to its current state of crisis in an era marked by efficiency and rapid technological advancements. Drawing inspiration from Bernard Stiegler’s philosophical ideas, it explores potential new roles for the university within the current educational context, with a particular focus on the Italian case. Given the transitory nature of the industrial model inherited from the twentieth century, the discussion, framed through a pedagogical lens, addresses how higher education can be reoriented to foster critical thinking and promote societal and moral transformation amid neoliberal reforms and technological progress. It also highlights the importance of de-proletarianisation in education as a means to counter the limited perspectives perpetuated by marketisation.

Empowering Discovery Learning and Direct Instruction with Computer-Assisted to Enhance Mathematical Performance

In the current educational context, the low academic performance of students in mathematics indicates the need for the implementation of more effective teaching methods to support the understanding of complex concepts. The effectiveness of learning can be enhanced through computer-assisted instruction, particularly in discovery learning (DL-CA) and direct instruction (DI-CA) utilizing web-based media. This study employs a quantitative approach with statistical analysis to examine the significant impact of these teaching methods on students' mathematical performance. Discovery learning and direct instruction were applied to two groups studying numerical methods, focusing on the topic of nonlinear equation solutions using the bisection method, with each group consisting of 33 students. The statistical test results indicated that there was no significant difference in mathematical performance between the DL-CA and DI-CA groups; both methods showed comparable effectiveness. However, both methods had a significant effect on the N-Gain of the learning outcomes in both groups. The improvement in mathematical performance for the DL-CA group was better than that for the DI-CA group, with more students showing high improvement (11 students) compared to the DI-CA group (1 student). Additionally, in the low improvement category, the DL-CA group had fewer students (2 students) than the DI-CA group (8 students). This suggests that both discovery learning and direct instruction have almost equivalent reliability in achieving students' mathematical abilities, but DL-CA is more effective in enhancing performance compared to DI-CA.

Integration of Local Potential in Science Learning to Improve 21st-Century Skills

Science learning that integrates local culture and wisdom is an important approach that is to continue to be developed in the current educational context. Along with the growing need for qualified and competitive human resources, adjustments in learning are crucial to prepare students with 21st-century skills. This research aims to evaluate how integrating local potential in science learning to improve 21st-century skills. The method used in this study is a Systematic Literature Review (SLR), with an analysis of 13 articles selected based on relevant research criteria and focus. The study results show that using learning media based on local potentials such as cultural traditions and natural resources has an important role in improving 21st-century skills, especially critical thinking and problem-solving skills. These findings underscore the importance of integrating local potential in science curricula to facilitate the development of essential skills in the modern era.

A IMPORTÂNCIA DA FORMAÇÃO CONTINUADA PARA PROFESSORES NA EDUCAÇÃO BÁSICA

This study addresses continuing education for teachers, which is highlighted as an essential process for improving knowledge. Continuing education for teachers is currently seen as a process for improving knowledge, involving actions directed at professionals who educate, teach, learn, research, and evaluate. This study aimed to discuss continuing education for teachers within educational policies in Brazil, emphasizing its importance and analyzing the current Brazilian educational context. The methodology was based on bibliographic research, using Google Scholar as the main source. The results make it clear that this review article can intensify the reflection on the importance of continuing education in Brazil, exposing its relevance for a deeper understanding of the educational reality and the teaching-learning process. Continuing education appears as a decisive tool, supporting the work of teachers and driving the evolution of teaching and learning. It is known that the teacher is not a finished product, but a subject in constant transformation, requiring continuous improvement to face the challenges of modern education. Therefore, each teacher must be an eternal learner, breaking with stagnant traditions and embracing a journey of continuous innovation, as only in this way will we be able to transform the Brazilian educational scenario, propelling it towards new spheres of excellence and relevance.

Meningkatkan Kreatifitas Peserta Didik Dengan Menerapkan Pbl Dalam Pembelajaran Pakbp Kelas III Tema 1 Sub 1 Materi 1 Sekolah Dasar Negeri 101857 Gunung Rintih

This study aims to explore and analyze the application of problem-based learning (PBL) models in improving the creativity of grade 3 students at SDN 101857 Gunung Rintih. In the current educational context, it is important for students to not only receive information, but also develop critical thinking skills and creativity that can help them face challenges in the real world. The PBL model is designed to invite students to be actively involved in the learning process by identifying real problems that are relevant to life. Through a series of structured activities, students are encouraged to work in groups, discuss ideas, and find solutions together. This approach not only strengthens students' analytical abilities but also builds social and collaborative skills that are important for their development. In this study, data collection methods will involve observation, interviews, and questionnaires to assess the increase in students' creativity and problem-solving skills. It is hoped that the results of this study will show that the application of PBL can significantly improve students' creativity and facilitate their growth in academic and social aspects. These findings are expected to contribute to the development of more effective curriculum and learning practices at the elementary education level.

New challenges for higher education: self-regulated learning in blended learning contexts

IntroductionThe study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.MethodsAn inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.ResultsThe study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.DiscussionIt is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.

Retaining doctors in emergency medicine: an ethnographic study of emergency departments in England

ObjectivesTo gain a deep understanding of factors driving retention in emergency medicine. To understand in detail the day-to-day lived experience of emergency medicine doctors, to identify and explore factors influencing...

VẬN DỤNG QUY TRÌNH TƯ DUY THIẾT KẾ NHẰM ĐỀ XUẤT QUY TRÌNH THIẾT KẾ ĐỒ DÙNG DẠY HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

In order to increase the opportunities for students to practice and experience meeting the goals of the 2018 General Education Program, using teaching aids to support the teaching process is one of the necessary and effective solutions. Therefore, proposing a process for designing teaching aids is a matter of research interest. The article has proposed a process for designing teaching aids by concretizing the design thinking process. In addition, to increase the reliability of the proposed process, expert surveys were conducted. From there, the article also illustrates the use of the proposed process to establish the design and manufacture of teaching aids for the “Spatial Geometry” content of Mathematics. This result contributes to suggestions for teachers and educators in designing teaching aids to improve students’ competence in the current educational context. Keywords: Design thinking; teaching materials; general curriculum.

Integration and Innovation: Collaborative Development Path of Interior Design Professional Courses and Ideological and Political Education

In the current educational context, it is particularly important to cultivate both professional skills and ideological and political literacy. This paper explores the necessity of integrating interior design professional education with ideological and political education, including the challenges of content integration, the need for innovative teaching methods, the development of teachers' professional capabilities, and the enhancement of students' acceptance. Through literature review, case analysis, and effect evaluation, this research proposes a series of strategies and recommendations aimed at optimizing the teaching process and improving educational quality. These strategies include innovation in teaching content and methods, integration and optimization of teaching resources, professional development and training of teachers, policy support and environmental construction, student development guidance and services, and improvement of the curriculum evaluation system. The research results show that the integration of interior design professional education and ideological and political education can promote the comprehensive development of students, cultivating design talents with both professional skills and social responsibility. However, the research also has certain limitations, including the breadth of case analysis, the accuracy of evaluation tools, and the necessity of long-term tracking studies. Future research can further deepen these aspects, expand the scope of case analysis, improve evaluation methods, and conduct interdisciplinary cross-research. This research has important theoretical and practical significance for the integration of professional education and ideological and political education in higher education, providing useful reference and inspiration for relevant educational reforms.

Kepemimpinan Pendidikan Islam: Sebuah Konsep, Tantangan, dan Strategi

The lack of understanding of comprehensive educational leadership can encourage in-depth discussions for educational leaders in formulating the concept of Islamic educational leadership that combines universal Islamic values with the current educational context. This research aims to explain the concept of Islamic educational leadership. The type of research used in this research is library research. The results showed that Islamic educational leadership must be able to direct and guide members of the educational community to achieve the educational goals set. Islamic education leadership must face global challenges, harmonize all parties' interests, ensure leadership competence and professionalism, and develop the ability to adapt, collaborate, and innovate. It is concluded that effective and adaptive Islamic education leadership is very important to realize the vision and mission of Islamic education in facing various challenges in the era of globalization.

Perkembangan Kurikulum Multikultural di Sekolah Dasar: Menyongsong Tantangan Global

Multicultural curriculum in elementary schools is an important focus in the current global education context. This research describes the developments and challenges related to the implementation of a multicultural curriculum at the elementary level, especially in anticipating global challenges. Through a literature review of related literature, this study identifies various approaches, strategies and issues that arise in the course of a multicultural curriculum in elementary schools. The literature study highlights the importance of awareness of cultural, ethnic and social diversity in the curriculum, as well as how this approach can integrate global perspectives in learning. In addition, challenges such as cultural resistance, development of relevant learning materials, and teacher training are the main highlights in efforts to realize an effective multicultural curriculum. The results of this study provide in-depth insight into the evolution of multicultural curricula in elementary schools, as well as highlighting the efforts needed to address global challenges such as migration, globalization and cultural diversity. The implications of these findings for educational practice will be discussed to strengthen the implementation of a multicultural curriculum that is more holistic and responsive to current global realities in elementary schools.

Complexity Leadership Theory and its application in higher education: using duoethnography to explore enabling leadership during a time of uncertainty

ABSTRACT This study explores how Complexity Leadership Theory (CLT) can advance the understanding of academic leadership in HE during a time of crisis and uncertainty. A qualitative methodology was applied to address the research question, ‘How do academic leaders in higher education understand leadership during a crisis?’ We used duoethnography to garner data through recorded conversations and other artifacts about our leadership experiences as associate deans for learning and teaching. Drawing from the three CLT leadership strands (operational, entrepreneurial, enabling) for analysis, we show enabling leadership as critical to doing operational and entrepreneurial leadership. Additionally, we demonstrate that enabling leadership, beyond its functional role, is suffused with emotion work and care. Uniquely, our findings suggest the need to extend CLT’s enabling leadership to integrate compassionate leadership for personal wellbeing and to support others during challenging times. Moreover, the study contributes to existing CLT knowledge by providing useful insights to extend the concept of enabling leadership by incorporating ways of thinking and approaching leadership practices relevant to the current higher education context.

Equity in the classroom

Abstract The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity. Equity in education represents a fundamental pillar for sustainable social and economic development. In a constantly changing society, where ethnic, cultural, and socio-economic diversity is increasingly pronounced, ensuring equitable access to quality education for all students becomes extremely necessary. The study of equity in the classroom allows for the identification and addressing of inequalities that affect the educational success chances of students from different backgrounds. Conducting a dissertation on the theme of equity in the classroom will allow me to develop advanced research skills, critical thinking, and analytical competencies. These skills are essential for my career in the field of education and will enable me to significantly contribute to the development of more equitable educational policies and practices. Additionally, this research will facilitate collaboration with other professionals in the field of education, encouraging the exchange of ideas and experiences.

Integrasi Teori Belajar dan Nilai Islam Dalam Pendidikan Modern: Konvergensi Untuk Pembelajaran Efektif

This study aims to explore the application of learning theories within the perspective of Islamic teachings, emphasizing the convergence between religious values and modern teaching methods. In the current educational context, integrating religious approaches with contemporary learning strategies is increasingly important for building a moral and spiritual foundation in students. This research employs a qualitative methodology with an in-depth library research approach. The analyzed literature includes relevant journals, books, and official documents. The key findings reveal that Islamic teaching methods, such as hiwar (dialogue), qishah (stories), and amtsal (analogies), are effective in enhancing student understanding and engagement while reinforcing moral values. The implications of this study highlight the need for adaptation and implementation of Islamic teaching methods in modern educational contexts to create a more holistic and integrated approach. This research also opens opportunities for further studies focusing on the development of curriculum based on religious values that are relevant and effective in addressing the challenges of education in the era of globalization.

Cultivating Multifaceted Writing Abilities in English Major Students: Integrated Practice of Multimedia Scaffolding Instruction and Peer Assessment Mechanism

With the current context of English major education, enhancing the writing abilities of English major students has become a crucial teaching focus. This paper explores a multifaceted approach to cultivating writing abilities, integrating multimedia scaffolding instruction and peer assessment mechanisms. Through multimedia scaffolding instruction, students are able to learn and apply writing strategies in specific contexts, effectively enhancing their writing skills. Simultaneously, the introduction of peer assessment mechanisms aims to foster students critical thinking and self-reflection abilities. Through peer assessment, students can examine their own work from different perspectives, thereby promoting deep learning and understanding. The research findings demonstrate that this integrated practice significantly improves students writing proficiency, enhances their autonomous learning abilities, and fosters a spirit of collaboration. Therefore, this teaching model holds important practical significance and potential for promotion in the cultivation of writing abilities among English major students.

THE IMPORTANCE OF CONTINUOUS TEACHER TRAINING FOR THE NEW TEACHING PROFILE

This paper presented an analysis of the importance of continuous teacher education in the current context of education. It was discussed how the constant updating of professionals can contribute to the development of more effective and inclusive pedagogical practices, in addition to positively impacting student learning and diversity in the classroom. For this, a bibliographic review and field research was carried out with teachers at a public elementary school. The results pointed to the need for continuous investment in teacher training and a greater appreciation of the profession. Finally, suggestions were presented for future research, aiming to deepen the theme and develop more effective strategies of continuing education for education professionals.

PhET: AN INTERACTIVE SIMULATION TECHNOLOGY FOR LEARNING OUTCOMES BASED TEACHING-LEARNING SCIENCE

Recognizing the immense potential of Information and Communication Technology (ICT) as an essential part of the teaching-learning process for enhancing connectivity, content, capacity, and collaboration among various stakeholders, the National Education Policy 2020 advocates for education to reach individual learners through both online and offline modes of delivery. NEP-2020 further states that virtual laboratories provide equal access to quality practical and hands-on experiment-based learning experiences for all students. It also emphasizes that the teaching-learning process through games and simulations positively affects the quality of education. Traditionally, these methods have been associated with strong teachers who maintain high degrees of personal contact with learners. They can be utilized by students individually, in groups, or through virtually demonstrated experiments to conduct the required activities. In this area, PhET simulations offer dynamic access to multiple representations, making the invisible visible, scaffolding inquiry, and allowing for safe and quick access to multiple entry points while being engaging and fun for both teachers and students. PhET Interactive Simulations is an online and offline platform developed by the University of Colorado Boulder, featuring more than 159 interactive simulations (56 in Physics, 30 in Chemistry, 48 in Mathematics, 18 in Earth Science, and 7 in Biology) for teaching and learning science from elementary to higher levels. These simulations enable students to conduct experiments more flexibly and interactively using text, video, multimedia, animation, and simulations. They also aid in hands-on, activity-based skill training. This paper focuses on the application of PhET simulations in science education within the current context of digital education. It also examines the status of laboratories in India, the use of PhET simulations for science (Physics, Chemistry, and Biology), the steps involved in accessing and using PhET simulations, the importance of their design and procedures, and their implications for enhancing practical abilities, skills, and assessment.

Exploration of virtual reality as a tool for simulating leadership and teamwork situations among university students

In the current educational context, virtual reality emerges as a revolutionary tool. By immersing students in immersive simulated environments, it facilitates deep understanding of abstract concepts and practical application of knowledge. The present study seeks to analyze the application of virtual reality as a tool to improve leadership and teamwork skills among university students through a literature review. A literature review of existing literature on the topic of virtual reality and its application in higher education was carried out, focusing specifically on studies that address the simulation of leadership and teamwork situations. Relevant research that provided insight into the benefits and challenges of VR in this context was selected and reviewed. The results of the literature review revealed a variety of studies that support the potential of virtual reality to improve the leadership and teamwork skills of university students. Virtual reality has been found to provide immersive experiences, safe environments, and immediate feedback that promote the development of these skills. However, challenges such as assessing the impact and accessibility of the technology have also been identified.

Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking

Numerous studies have shown that a traditional model persists in the teaching of history, in which students are not allowed to think for themselves and are assigned a passive role based on the mere memorisation of information. This reality is in opposition to the technological and technical boom taking place in the current educational context and to the enhancement of innovative strategies and methodologies that mark the role that students must occupy as protagonists of their own learning. This paper aims to compare the perceptions and historical knowledge of 93 baccalaureate students (16–18 years of age) following the implementation of an intervention programme based on active learning situations mediated by augmented reality and historical thinking skills. A quasi-experimental quantitative design with a non-equivalent control group was employed to meet these objectives. The results showed higher scores in the perception and knowledge of students in the experimental group compared with those in the control group. This line of work should be continued in the future with new studies to corroborate these findings, prioritising pedagogical models based on student activity and protagonism via the use of technology and critical thinking.

Educational Innovation in the 21st Century

In the current educational context, teachers face the challenge of adapting their teaching methods to the new generations of students, who are more familiar with technology and have special educational needs. This article analyzes the crucial role of teachers throughout history and highlights the importance of being resilient, innovative, and promoters of inclusive innovation. It explores the use of gamification, artificial intelligence (AI) and art as essential tools in teaching practice, which enrich and transform the educational process. Gamification, for example, promotes active participation and student engagement using game elements in the classroom. On the other hand, AI could personalize learning experiences and offer immediate feedback, redefining the concept of the traditional classroom. In addition, the arts awaken students' creativity and sensitivity, encouraging critical thinking and enriching learning. The integration of these tools is presented to ensure sustainable learning adapted to the individual needs of each student.