Current Education Research Articles

Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan

Abstract The paper discusses the potential of CLIL (Content and Language Integrated Learning) pedagogy in the current practice of ELT (English Language Teaching) and the issues of global education from a viewpoint of DEI (diversity, equity, and inclusion) in Japan. DEI into CLIL pedagogy ensures a variety of learning environments, appropriate CLIL learning, and a sense of belonging. CLIL can also provide better ideas and resources to cultivate DEI. This paper therefore argues that CLIL pedagogy has the potential to change and incorporate issues related to DEI. The Japan CLIL Pedagogy Association (J-CLIL) conducted a questionnaire survey on CLIL and its sponsored events and activities in 2021. Results show that: (1) many teachers are not aware of DEI; (2) their mindset can become gradually diverse; (3) current education lacks equity with respect to students; and (4) inclusive education is still not satisfactory. Ensuring equity in DEI is crucial in the realm of CLIL teacher education. Therefore, it is imperative for CLIL teacher education to be more attuned to DEI concerns to enhance the implementation of CLIL practices effectively. The DEI process needs to be integrated into CLIL and globalisation within the Japanese context. For that purpose, there needs to be more research and practice necessary to promote a CLIL type of languages-integrated learning, and this paper argues that it can be done through the IMT (Integrated Multifunctional Teacher) development program in Japan.

CRITICAL THINKING DEVELOPMENT AS A KEY COMPONENT OF SOFT SKILLS IN EDUCATION

According to the competencies outlined in the current Higher Education Standard for the specialty 221 “Dentistry” within the field of knowledge 22 “Health Care” at the second (Master’s) level, students must be able to think abstractly, analyze and synthesize information, and demonstrate critical and self-critical thinking. Both general and specialized (professional, subject-specific) competencies highlight the necessity for students to critically understand educational challenges. The interpretation of these concepts aligns with widely accepted philosophical, scientific, legislative, and social perspectives. In this context, it becomes essential to identify effective methods for developing critical thinking in students as a component of Soft Skills, and to implement these methods in undergraduate education. Critical thinking serves as a key component that enhances students’ motivation to learn and prepares them for independent work. It plays a crucial role in acquiring both theoretical knowledge and practical skills. In order to improve and to develop critical thinking, undergraduate students must be able to interpret, analyze, and compare patient information; generalize, evaluate, and logically draw well-supported conclusions from the data obtained during patient examinations. The teacher must foster critical thinking in students by utilizing the technology of developing critical thinking, which operates through specific phases: challenge, comprehension, and reflection. To effectively cultivate critical thinking skills in undergraduate students, it is recommended to apply methods such as professional situation analysis, empathy, constructing effective arguments, and analyzing cause-and-effect relationships. These approaches will help develop critical thinking as a key component of Soft Skills in students.

Evaluating the impact of place-based education: insights from a river environmental program in Taiwan

PurposeThe current education paradigm is often criticized for fostering human dependence and failing to reduce environmental impacts. This has led researchers to propose alternative approaches. One alternative approach, place-based education, integrates a specific location’s natural and social context into learning experiences. By deepening students’ connection to their surroundings, place-based environmental education aims to enhance students’ sense of interdependence with a place and their place attachment in cognitive and affective dimensions. While widely practiced, its effectiveness remains largely unevaluated, particularly in the East Asian context. The gap hinders the development of impactful pedagogical approaches for educators.Design/methodology/approachThe authors examine a river environmental education program located upstream of Taiwan’s capital, offering a valuable case study within the East Asian context. The program’s design is analyzed, and its impact on enhancing students’ place attachment is assessed through a pre- and post-survey approach.FindingsThe results indicate a substantial increase in students’ place attachment following program participation, particularly pronounced among children with limited prior experience with the river. Importantly, this increase is comparable to or exceeds those observed in similar studies from other regions.Originality/valueThe considerable increase in place attachment observed in this program demonstrates its effectiveness in fostering environmental connections, particularly among children with limited prior experience. The magnitude of the increase might be partially attributable to the interdependent orientation of Taiwanese culture. This suggests that place-based education might yield significant positive outcomes in other non-Western countries with strong interdependent cultural orientations.

Orthodontic-orthognathic combined case management in postgraduate orthodontic and oral maxillofacial surgery programs.

With the development of three-dimensional (3D) image, the 3D virtual surgical planning (VSP) system has been broadly used in the treatment planning of orthodontic-orthognathic cases. This study aimed to understand the current education status regarding the use of orthodontic-orthognathic surgical planning tools in the postgraduate orthodontic and oral and maxillofacial surgery (OMFS) programs in North America. An electronic multiple-choice survey was sent via email with 2-week and 1-month follow-ups, requesting anonymous participation of program directors/department chairs from all postgraduate orthodontic and OMFS programs in North America. Responses were collected directly on Qualtrics for analysis. The response rate was 25.68% for orthodontic and 34.34% for OMFS programs. Two-dimensional traditional surgical planning (TSP) at initial treatment planning and 3D VSP right before surgery were most commonly utilized in both specialty programs. All responded postgraduate OMFS programs utilized VSP, yet 26.32% of responded orthodontic programs did not utilize VSP. For the surgical outcomes, fewer orthodontic programs were highly satisfied than OMFS programs. More orthodontic programs warranted secondary surgery at a higher rate due to the unsatisfied outcome. Additionally, the orthodontic programs that did not use VSP showed higher unsatisfied surgical outcomes than the programs that used VSP. Moreover, there were discrepancies between orthodontic and OMFS programs regarding the perceived level of collaboration of each other on the surgical planning for the patients. There were discrepancies between orthodontic and OMFS programs regarding the utilization of VSP, treatment outcomes satisfaction, and perceived level of collaboration on surgical planning for the patients.

Challenges and Strategies for the Sustainable Architectural Education in the Context of Post-Urbanization and Climate Change

The transformation of urbanization patterns due to the pandemic and climate change have significantly reshaped construction market demands, presenting substantial challenges to current architectural education (AE) models. In order to address these challenges and propose effective reform strategies, this study utilizes questionnaires and expert interviews to gather perspectives from architecture students and professionals in a Chinese university. The findings highlight three main issues in AE: (1) misalignment between talent development stages and educational goals; (2) slow updates to curriculum content, leading to lagging behind the needs of times; and (3) inadequate integration of curriculum design with practical application, coupled with excessively lengthy academic programs. To address these challenges, the study proposes the strategies: (1) adopting multi-objective and multi-track approaches for educational goals; (2) reducing length of programs and implementing flexible academic structures; and (3) developing curricula that integrate knowledge with practice. This research offers valuable insights for reforming architectural education within the framework of sustainable development, emphasizing the need for educational goals, curriculum, and cultivation system to evolve to meet the demands of modern practice and development.

The theory of intercultural education for international students

ABSTRACT Intercultural education is commonly considered an important aspect of international student education that the host universities need to provide. Based on first-hand observations and experiences as an international educator in Canada, this practitioner reflective inquiry critiques three theoretical foundations that are often drawn upon in current intercultural education practices for international students, namely Culture Shock, Cultural Dimensions, and Cultural Adaptation. After unpacking the limitations of these theoretical frameworks, this paper aims to provide a coherent new theory of intercultural education for international students on the basis of three different concepts, namely Complexity Theory, Small Cultures, and Global Citizenship. By embracing these three different concepts, the new theory proposed in this paper advocates a paradigm shift from modern to postmodern, from positivist to deconstructive, and from Eurocentric to Globalist approaches to intercultural education for international students, the majority of whom have moved from the Global South to the Global North for higher education.

Research on the current situation of diversified development in education

As a multicultural country, China's education industry is at a critical stage of development. It not only contributes to the diversity of society, but also improves the overall quality of the entire population, thereby improving the basic scientific literacy of all people and improving their physical and mental health. However, due to various reasons, especially history, social environment and current economic conditions, there are still many challenges in the current education, especially the lack of resources related to mathematics education. With the change of times, improve the quality of students; Learning interest and skills in mathematics, as well as strengthening their understanding of mathematical culture and theory, are important issues today; Therefore, integrating these factors into the classroom not only helps to improve their comprehensive quality, but also helps to better realize their dreams. This paper aims to explore the sustainable development of minority mathematics education through practical activities, classroom discussions, examination guidance, social practice activities and other forms, so as to improve students' comprehensive quality and mathematical ability.

The impact of in-house education on staff confidence in delivering palliative and end-of-life care: a service evaluation.

Palliative and end-of-life care (EoLC) education is available to all community and hospital healthcare staff in one NHS trust in the north-east of England. It is also available to care home and domiciliary care staff within the geographical area of the trust. This service evaluation assessed the effect of current in-house education on staff confidence levels in delivering palliative and EoLC. It also examined staff perceptions of how attendance at these courses impacted on the palliative and EoLC patients receive across the locality. A mixed-methods approach was undertaken. Anonymous data were collected via surveys (n=238) sent out in March 2023 covering educational courses that were delivered from 1 January to 31 December 2022 with a 13% response rate. Quantitative data were analysed using descriptive statistics. Qualitative data were explored using Braun and Clarke's (2012) six-stage approach to thematic analysis. A second staff member was asked to review the data to increase the trustworthiness of the study. Staff confidence levels in delivering palliative and EoLC increased by 19% (somewhat confident) and 23% (extremely confident) following attendance at trust education. Staff perceived that those patients received better palliative and EoLC as a result their attendance at these courses. The qualitative data identified five main themes: symptom control, psychological support, holistic care, patient advocacy, and advance care planning. Limitations of the study included the low survey response rate and lack of exploration of patient/carer perceptions directly. Palliative and EoLC education can increase staff confidence levels in care delivery and, as perceived by staff, results in better care for patients receiving palliative and EoLC. These findings provide evidence for the trust to consider making palliative and EoLC training mandatory, which could also be considered more widely regionally and nationally.

CONSTRUÇÃO DE UM CIRCUITO DE MEDIÇÃO TRANSISTORIZADO PARA O ENSINO DA FÍSICA DOS SEMICONDUTORES NO ENSINO MÉDIO

Technology has proven to be an inseparable element in modern society, reshaping the way we live, learn and interact, individually and collectively. In this context, Physics teaching prioritizes the substantive training of subjects capable of analyzing, reflecting and using scientific tools to solve everyday or technological problems. As current technologies are based on the semiconductor behavior of silicon and the various digital electronic automation, control, communication and information systems, present in various sectors of society, semiconductor physics represents important content for high school, allowing greater reach in scientific understanding and technological by the subject. Based on current scientific education paradigms, this article aims to highlight the results of a didactic proposal based on the design and construction of a transistorized water level measuring circuit by students in the 2nd year of high school at a state school, belonging to the Alagoas comprehensive education program (pALei), located in the municipality of Arapiraca, during the delivery of the Integrator Project curricular component, belonging to the program's diversified base. Throughout the development of the component, the students, divided into groups, were led to the question of monitoring the water level present in the school's water tank, being able to size the circuit, assemble it and carry out tests, solving the problem initially presented based on the theoretical contribution developed in the project, based on the principles of electrodynamics and the physics of semiconductors.

Current Practices for Delivering New Diagnosis Education at Children's Oncology Group Institutions: A Report From the Children's Oncology Group.

The Children's Oncology Group (COG) Nursing Discipline developed expert consensus recommendations and resources to guide the delivery of new diagnosis education across its member institutions. Current new diagnosis education practices across COG member institutions are unknown. To understand current new diagnosis education practices across COG member institutions. We conducted a cross-sectional survey of COG nurses between July and October 2023 to elicit current practices to deliver new diagnosis education to families across COG institutions. Data were collected and managed using REDCap electronic data capture tools. Individual responses from single institutions were averaged as a single institution-level response. Respondents included 146/227 (64.3%) COG institutions across 5 countries. Advanced practice nurses and nurse educators have primary responsibility for new diagnosis education at 28.1% and 26.7% of institutions, respectively. Less than half (42.4%) of institutions have a clearly defined process for delivering new diagnosis patient/family education. Almost all (88.2%) institutions use the COG Family Handbook; 64.7% use the COG New Diagnosis Guide, and 41.9% use the COG KidsCare app to support the delivery of new diagnosis education. More than half (61.5%) of institutions use checklists to facilitate the delivery of new diagnosis education, with 81.6% of large institutions versus 44.1% of small institutions reporting the use of checklists ( P = .004). There is variability in current new diagnosis education practices across COG institutions. These findings highlight opportunities for implementing standardized approaches aligned with expert consensus recommendations for the delivery of new diagnosis education.

The supportive nature of Classroom Codeswitching functions in a Mexican EFL higher education language center: Does Codeswitching remain inadequately misunderstood?

Classroom codeswitching continues to be a debatable topic in current education practice as some teachers believe that the alternate codes of two languages in the classroom can conflictive as others view it as positive. Currently, in multilingual societies of the 21st century, codeswitching (CS) is an everyday occurrence where both teachers and learners’ resort to their L1 in order to achieve a specific communicative purpose. From an interactional point of view, this case study deriving from my PhD work, examines how EFL university students are using CS functions for diverse classroom purposes such as equivalence, reiteration, and socializing in a predominantly “only in English” context. Specifically, observation sessions were carried out as these depictions demonstrated what was taking place in the classroom. Field notes are used to triangulate data; therefore, a more in-depth and solid analysis is brought forth as to how these resources are used. Consequently, classroom data was analyzed using an applied CA approach as it yields an explanation of the practices at hand that enable the participants of a conversation to negotiate meaning. Findings support Macaro´s (2014) argument that for CS discourse to be authenticated, it has to be accepted by both parties (teachers and students) in the classroom context. Meaning that CS is utilized for the purpose of learning as well as communication if and only if the participants in the discourse agree that the interaction involving CS is appropriate for the purpose it was intended. This classroom data evidences whether the L1 should be present is a matter, which needs reasoned discussion among policy makers and specifically educators to fully understand the supportive nature of CS in the language classroom. Key words: Code-switching, only in English, code- switching functions, Conversation Analysis Approach, English as a foreign language

Health and Healthy Lifestyle Habits in Primary Education: An Analysis of Spanish Autonomous Curricular Decrees Under the Current Education Law (LOMLOE)

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration of health and healthy lifestyle habits in Spanish autonomous curricular decrees using a qualitative documentary analysis and a comparative approach with a statistical/descriptive basis. The corpus includes the 17 autonomous curricular decrees derived from the Organic Law 3/2020 (LOMLOE). The data, derived from the 17 autonomous curricular decrees, were examined using lexical and grammatical analyses, then processed with Atlas.ti 23 software. The results reveal that the dimensions and categories related to health and healthy lifestyle habits focus mainly on physical aspects. In common areas or fields, physical education and knowledge of the natural, social and cultural environment are the most relevant areas for integrating health and healthy lifestyle habits into the framework in this study. However, the current curriculum proposal lacks continuity between curricular elements. In summary, this study represents a step forward in the recognition of the extent to which health and healthy lifestyle habits are established in the curriculum.

Perceptions of forensic interviewers on the sexual education of individuals with a disability exposed to sexual victimisation

ABSTRACT This qualitative study examines the perspectives of forensic interviewers on the education of individuals with a disability who have been exposed to sexual abuse and violence. Data were collected through semi-structured interviews with 25 forensic interviewees in six provinces in Turkey. The data were analysed using thematic analysis. Thematic analysis results revealed four themes: types of disabilities of individuals subjected to sexual violence and abuse; family; education and sexual violence and abuse; and the effect of difficulties in self-expression during the forensic interview process. The findings emphasise the necessity for tailored, visually supported education aligned with developmental stages to prevent sexual violence. The inclusion of parents in these sexual education sessions could prove to be effective in preventing the onset of sexual abuse perpetrated against individuals with a disability. The insights provided by forensic interviewers underscore the importance of an interdisciplinary approach in developing and implementing sexual education programmes, aiming to address deficiencies in current sexual education frameworks. Personal safety and sexual education could be useful in preventing negative incidents that individuals with a disability may encounter at every stage of their lives. PRACTICE IMPACT STATEMENT Our results highlight the critical importance of customised sexual education programmes for reducing the vulnerability of individuals with a disability to sexual violence and abuse. It addresses the role of identifying practical measures to address the risks associated with these individuals, promoting parental involvement, and raising awareness in the community. Interdisciplinary collaboration across various fields, such as health care, psychology, and law, and the development of inclusive sexual education initiatives, may be important for protecting the rights and well-being of individuals with a disability and their families.

Solihull Approach training in undergraduate midwifery education: a pilot study

Background/Aims To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation.

Nurturing diversity in accounting through “Queering” accounting pedagogy

This article suggests new possibilities to nurture diversity, disrupt heteronormativity and create space for voices of LGBTIQA+ people in accounting. Whilst past research focuses on and challenges heteronormativity in the accounting workplace, we argue that accounting education plays a key role in shaping sexual norms in accounting. We begin by providing insights into how current accounting education largely neglects LGBTIQA+ perspectives, shaping a discourse around sexuality that reflects heteronormative accounting workplaces. We then build upon the theoretical backdrop of queer theory and critical pedagogy to develop LGBTIQA+ perspectives in accounting education. In doing so, we conceptually advance five lenses through which to design modes of education based on queer pedagogy. These lenses include question and deconstruction of normality, critical reflexivity, discomfort, imagination, and activism. Queering accounting pedagogy in this way can assist educators and students in addressing the concealment of LGBTIQA+ perspectives, thereby critically challenging the hidden curriculum of heteronormativity in accounting. The paper concludes by contending that queering accounting pedagogy can bring possibilities for broader classroom inquiry, democratic participation, social justice, meaningful dialogue, and mutually respectful educational practices in accounting.

How Artificial Intelligence Will Shape the Future of Education

The study investigates the impact that Artificial Intelligence can have on education. This paper examines the current education landscape, the prospects of AI, and the potential struggles that can arise. Apart from that, this paper proposes potential solutions to some struggles that are discussed. This was done by using research design and analysis techniques. Through these methods, we were able to conclude that AI can improve education to a certain extent. It cannot surpass the human connection between individuals in a classroom setting. The mentorship, bond, and experiences shared cannot be replaced with AI. In the study, we further explore the irreplaceable role of teachers in education. Due to the idea of hope from example, personal connection, and mentorship, AI won’t be able to duplicate this. The article goes more in-depth on the crucial role that all these play in students. Not only that, but we discuss the major role that life lessons shared by teachers to students can play them both the short and long-term.

유학자의 덜어내는 마음공부 : 황덕길의 「일성도(日省圖)」의 교육적 의미

The purpose of this paper is to examine the meaning of “Ilseongdo(日省道)”, a diagramwritten by Hwang Deok-gil, a confucian scholar of the late Joseon Dynasty, to the present-day education. “Ilseongdo” was created for the purpose of educating students in the author’s later life. “Ilseongdo” was presented through the illustration of five sentences. It means to take out the unnecessary from the inner (thought), personal (learning, work), and relational (talk, relationship) aspects one’s in everyday life. And it deals with Gyeong(敬), which is the core principle of Confucian practice, as a practice of ‘reducing’ in daily life. Since the beginning of modern education, education, it has always placed importance solely ‘adding’ education. Thus, we have now come to think of only accumulating a lot of knowledge and achieving a lot of results through education. Current education has not been able to teach students the values of ‘emptying out’ and ‘resting’. Amid the numerous comparisons, conflicts, and competitions occurring in a hyper-connected society, education of ‘reducing’ suggested by Hwang Deok-gil in「Ilseongdo」comes to be meaningful. Before analyzing the contents of Ilsungdo, this paper examined the thought of Hwang Deok-gil on Gyeong(敬) It which follows the thought of Song Dynasty(宋)'s confucian and toe-gye(退溪) in Choseon Dynasty(朝 鮮), but is characterized by the fact that Gyeong(敬) is mainly discussed from a practical point of view. Hwang Deok-gil's Ilsungdo has originality that distinguishes it from previous scholars’s works in discussing Gyeong in daily life. It is a valid discussion in our daily life today, where the Confucian debate on the mind has disappeared.

The destruction of Sciences at Massey University and why we need an independent entity that can investigate universities

This article summarises the events that led to the dismantling of the school of Natural and Computational Sciences at Massey University, Albany campus, and the unsuccessful attempts to prevent it by staff, the public and the New Zealand Association of Scientists (NZAS). Although challenging to prove, we argue that the dismantling was unnecessary, senseless and counterproductive. The unsuccessful attempts to save an academically and financially viable school exposed a weakness in the current Education and Training Act and demonstrated why New Zealand (NZ) needs an independent entity that could investigate universities, guard the national interests, ensure accountability of tertiary institutions’ administration, and protect the academic freedom of individual academics.

EVALUATING ENGLISH PRE-SERVICE TEACHER PROFESSIONAL EDUCATION PROGRAM IMPLEMENTATION

The English Pre-Service Teacher Professional Education Program is a breakthrough established by the Indonesian government to produce certified professional English teachers who are trained to teach at the elementary, secondary, and preschool levels. This study aims to evaluate the implementation of the English Pre-Service Teacher Professional Education Program (PPG) at Sanata Dharma University using a Context, Input, Process, Product (CIPP) evaluation model. By evaluating and identifying the advantages and disadvantages of the current English Pre-Service Teacher Professional Education Program, this study would provide a framework that would improve the standard of English Pre-Service Teacher Professional Education Program implementation at Sanata Dharma University. This study employed mixed methods. The study participants were 30 English pre-service teachers enrolled in the English Pre-Service Teacher Professional Education Program in the English Department at Sanata Dharma University. A focus-group interview, an open-ended questionnaire, and a CIPP survey were used to collect data for this study which was conducted during the implementation of the English Pre-Service Teacher Professional Education Program. It is expected that utilizing the CIPP Model as a decision-making tool can help Sanata Dharma University improve the efficacy of the English Pre-Service PPG implementation.

유·초 이음교육의 새로운 방향성 탐색

The purpose of this study is to suggest a new direction for preschool-elementary transition education. Recently, there has been growing interest in preschool-elementary transition education, as the 2019 revised Nuri Curriculum and the 2022 revised Elementary Education Curriculum emphasize connectivity between educational institutions, and the number of pilot kindergartens implementing transition semesters is gradually increasing nationwide. In this context, this study analyzed the limitations of current transition education and explored ways to improve it. As a result of the study, it was confirmed that the target of preschool and elementary education should be expanded from 5 years old to all ages, and that the focus should be on improving the current quality of life of young children rather than preparing for elementary school. In addition, it was suggested that young children should be recognized as agents of action and that coexistence should be pursued while respecting the differences between early childhood education and elementary education. To this end, it is necessary to strengthen cooperative relationships in the educational community, and find ways to connect education that can be implemented at the level of early childhood education institutions even under realistic constraints. This study is significant in that it provides a theoretical foundation for a comprehensive and continuous child-centered approach to transition education and presents practical measures for implementation.