Current Education System Research Articles

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Calling for eco-peace: reimagining interconnected peace education

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

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

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

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

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

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

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

Education (Documentaries) and Utopian Thinking

This article examines three films that comment on public education in Germany. Berlin Rebel High School (Alexander Kleider, 2016 ), Die Kinder der Utopie (Hubertus Siegert, 2019), and Herr Bachmann und seine Klasse (Maria Speth, 2021 ) are German documentaries that present a critique of the current educational system and, at the same time, allow glimpses into classrooms that offer alternative educational models. All three films align themselves with the educational theories of utopian, radical, or critical pedagogies and embrace an approach to education that rejects the definition of a static end goal and emphasizes the unfinished, continuous nature of pedagogical practice. In the films’ examples, education’s utopian dimension resides in the process of striving for positive change, in the critical analysis of the present and the purposeful and collaborative action of learners and educators to change it for the better. The analysis of the formal, narrative, and paratextual strategies of the documentaries shows that critical hope is generated by the films on two levels, first, through the portrayal of concrete examples of alternative pedagogical practices and, second, through the films’ participation in the educational process.

학교교육 기반 학습장애 및 위험군 학생을 위한 협력적 교육지원 방안 연구

In 2023, the number of students with learning disabilities in Korea showed the lowest percentage among all students with special needs. In this regard, educational researchers and practitioners continue to voice concerns about the professionalism in screening and diagnosing learning disabilities, which is currently depriving early detection and opportunities for educational support of students with or at-risk learning disabilities. Therefore, this study aims to explore collaborative educational support for students with or at-risk learning disabilities in school-based education. A SWOT analysis of the literature and a survey for validation and implementation were conducted among academic, administrative, and field experts in learning disabilities. The results were as follows. First, for the in-class level, professional training for collaborative teaching and increasing the number of teachers were mentioned in the ’co-teaching system’, ‘leading inclusive school’, and 'basic education teachers and supplementary teacher' sections. Second, the need to enhance the expertise of teachers in ’supplementary education’ at the in-school level and the need for individual training about students with or at-risk learning disabilities in ‘parent education’ were mentioned. Third, expanding the expertise of learning coaching teams and learning counselors was mentioned for out-of-school ‘learning clinics’. Fourth, at the system level, it was suggested to improve the identification of students in need of support and the definition of basic education in order to provide appropriate educational support to students with or at-risk learning disabilities. This study has implications in that it explored the current educational support system for students with learning disabilities within the education policy in Korea to overcome the limitations and provide practical support. Furthermore, this study suggested school-based plans for collaborative educational support and a universal educational design.

Validity and Reliability of a Conceptual Framework on Enhancing Learning for Students via Kinect: A Pilot Test

Traditional method of teaching poses two significant problems – not all students learn alike, and the physical interaction needed poses health risk during pandemic. As such, for these students, an alternative learning method such as those that uses natural user interface (NUI) can be considered. This method would be beneficial for kinesthetic type learners and can be conducted remotely. The alternative learning program is a complementary method, thus still incorporates the current subject syllabus. However, the delivery, learning and execution of the syllabus will be varied. In minimizing these gaps found in the current Malaysian education system, a conceptual framework utilizing Microsoft Kinect is proposed. Since this is a new framework, a pilot study is needed to gauge the validity and reliability of the survey instrument prior to embarking on further study on the outcome of the alternative learning program. Face and content validity conducted on the questionnaire were found to be clear, not confusing, and measures what the questions were supposed to measure. Reliability measured using Cronbach’s Alpha indicated values above the acceptable range. Thus, these results indicate that the instrument is valid and reliable to be applied for data collection in the future study to assess the intention of Malaysian students to adopt an alternative medium for learning.

Distance learning as modern pedagogical technology

Relevance. This study examines the issues of distance learning as a modern pedagogical technology. The relevance is driven by the rise of distance learning during the coronavirus pandemic and the need to improve the quality of teaching without direct teacher-student contact. Purpose. The purpose of this study is to explore the prospects for developing distance learning and identify opportunities to enhance its quality within the current education system at various levels. Methodology. The study combines system analysis of key aspects of organising distance learning and logical structuring of results and conclusions based on the data obtained from this analysis. Results. The study defines the essence of distance learning methodology and its role in the modern educational process as a specific pedagogical technology. It highlights the importance of distance learning in the current education system and identifies optimal solutions for improving distance learning processes. Conclusions. The study concludes that distance learning is essential in modern education, particularly due to the coronavirus pandemic. Improving methodologies is critical to enhancing education quality. A systematic approach and effective use of technology are vital. Continuous adaptation and optimization are needed to meet evolving educational needs. Future research should focus on innovative strategies to further optimize and ensure effective and accessible distance learning. Keywords: online learning; pedagogical activity; Internet; learning technologies

LEARNING STRATEGIES USED BY GRADE ONE ELEMENTARY TEACHERS IN TEACHING STUDENTS WITH SPECIAL NEEDS: REFLECTIONS AND DISPOSITIONS IN FOCUS

General Education teachers dont have exceedingly specialized capabilities in special education. We dont have much encounters in an inclusive classroom. Not continuously, but regularly, it appears that teachers feel unequal to the errand of educating students with special needs. It may be a characteristic of the calling that General Education teachers need certainty with such understudies, and feel incapable since we think we lack the skills. This can be something of a myth to be refuted. But teachers know more than they think they know. The challenge is getting these students to appreciate, engage, and keep them on task as much as possible without ruining the usual flow of the classes. Ten participants who are all Elementary teachers in selected public schools in Davao City are the focused in this study. The said participants are chosen through random sampling. All of them are licensed teachers and has experience teaching for almost two years to learners in grade one with disabilities. Many professionals in the literature express concerns about whether full inclusion is appropriate for all students with disabilities and emphasize the importance of maintaining a continuum of services. Supporters for a continuum of services for students with disabilities cite two main reasons. First, they believe there is an inadequate research base to advocate such a drastic change to the current educational system believes, the research evidence on the relative efficacy of one special education service delivery model over another is scarce, methodologically flawed, and inconclusive. Some studies support positive trends with inclusion programs; however, others have reported disappointing or unsatisfactory academic and social achievement through inclusion models.Learning in a remote setting may differ from mainstream, classroom-based environments. This includes expectations for students and course methodology. Curricula must often be adjusted. For example, homework can be simplified, allowing students to dictate rather than type, and audio materials can be provided for reading assignments during online class. KEY WORDS: learning strategies, grade one elementary teacher, teaching students with special needs, reflections

Preparing Business Students for Success in the 4th Industrial Revolution

The fast-changing, technology-dominate Fourth Industrial Revolution is upon us. Unfortunately, our current education system is based on training compliant workers to perform repetitive tasks required for the industrial revolution of the early 1900’s. Today, employers are looking for skills such as complex problem solving, critical thinking, creativity, people management, emotional intelligence, divergent thinking, and cognitive flexibility. It is our responsibility as educators to make sure our students are taught in a manner that supports their success and helps them benefit from the exponential changes occurring in our world, one that fosters complex problem solving, critical thinking, creativity, and cognitive flexibility. We develop these skills in students by creating an environment where they are called to use their imagination, experiences, and unique perspective while applying the taught concepts. Asking open-ended questions such as “How are you going to do it?” results in unique and infinite answers that are not right or wrong, encouraging students to take risks and be creative. In this paper, the authors present several ways to activate this creative, divergent thinking process.

The relationship between emotional intelligence and academic performance among medical students in Mysuru

Introduction: In medical education, it was known that only abstract intelligence was enough for patient treatment, but frequent failures and inabilities to handle social issues by students have led researchers to come out to explore other aspects of intelligence. Materials and Methods: It is a cross-sectional study for 3 months. The sample size was 110, and the data were collected using a Schutte self-assessment questionnaire from medical students in a medical college. The data were analyzed using mean, Pearson’s correlation, Student’s t-test, and ANOVA test using SPSS version 22. Results: The mean emotional intelligence (EI) of the participants was 121.11 ± 12.778. Most of the participants belonged to the age group of 19–23 years. Most belonged to the nuclear family (80%) and most fathers were professionals (81.8%). Sixty-five percentage of the students scored between 65% and 75% in their examinations. There was a negative correlation between EI and academic scores. High EI can mean that they can handle crises and emotional turmoil well but may not necessarily mean that it would translate to a good academic performance according to the current assessment techniques in medical universities. Conclusion: A negative correlation between EI and academic performance can be implied that either academic performance is independent of EI or the current education system is considering the cognitive domain in academic performance assessment which is not influenced by EI. The following core competencies are addressed in this article: Practice-based learning and improvement, Professionalism.

The Negative Impact of Exam-Oriented Education on the Creativity of Adolescents in the 21st Century

The development of creativity in students is a crucial element of their overall growth and maturation. Creativity is an essential tool for effective problem-solving. Nonetheless, modern educational systems, which prioritize exam-oriented curricula, have created significant obstacles to the cultivation of children's creativity. Therefore, this article aims to explore the drawbacks of exam-oriented education in fostering creativity. Using the definition and significance of creativity as a foundation. Finally, this paper found that current exam-oriented educational systems hinder the development of children's creativity by depriving them of time and stifling their creative potential. As such, an education system primarily focused on examination and high scores diverges from the fundamental purpose of education, depriving children of opportunities to nurture their creativity. Therefore, the final section of this article presents suggestions for educational reforms. For example, the government needs to implement policies to alleviate student stress; Schools should offer diverse classes; Parents also need to gradually shift away from the notion that achieving high scores is the sole path to securing a promising future. These reforms could provide children with more opportunities to become creative individuals.