Demand For Education Research Articles

Impact of Differentiated Learning Management on Enhancing Students' Creative Thinking in Mathematics

In the era of globalization, innovation in education is essential, particularly in fostering students' creative thinking abilities. Mathematics, as a core subject, requires teaching strategies that stimulate creativity. This study explores the influence of differentiated learning management in mathematics on students' creative thinking at MIN 1 Sidoarjo. A quasi-experimental design with a quantitative approach was used. The research population included all students at MIN 1 Sidoarjo, with the sample drawn from class VI students. Data were collected using pre-tests, post-tests, and questionnaires, and analyzed using t-tests to assess the impact of the differentiated learning approach on creative thinking. The findings reveal that differentiated learning management significantly enhances students' creative thinking in mathematics. The experimental group, which received differentiated instruction, showed greater improvements in creative thinking compared to the control group, which followed a traditional teaching approach. The results highlight the positive influence of differentiated learning strategies in promoting creativity within mathematics education. The experimental group's superior performance underscores the need for more innovative teaching practices to meet the demands of modern education. Differentiated learning management in mathematics has a significant positive effect on students' creative thinking. These findings offer important insights for educators seeking to enhance creativity through tailored instructional methods.

Sectoral priorities in the modernisation of engineering education in Brazil

ABSTRACT Modernising engineering education demands integrating diverse perspectives through multidisciplinary, collaborative approaches. In developing countries, collaboration with stakeholders presents a significant challenge. This study aimed to develop a novel collective approach to establish priorities for modernising engineering education. A workshop was conducted by the Modernisation of Undergraduate Education Program at the Pontifical Catholic University of Paraná in a Southern Brazilian metropolis, with 63 stakeholders from various sectors (education, experts, government, industry, and civil society organisations). The workshop consisted of three rounds discussions, including two rounds with stakeholders of the same sector and one round with stakeholders of different sectors mixed in discussion tables. Each table, comprising 3–7 participants, aimed to reach a consensus. Several topics were addressed in the discussions, including curricularization of extension, updating outdated curricular bases, and integrating soft skills and entrepreneurship into engineering programs. The resulting goals emphasised the integration of engineering education with society and industry. Participants agreed on short to medium-term deadlines for achieving these goals. This approach connected stakeholders, fostering an extensive collaborative, multisectoral network supporting engineering education modernisation.

Building an evaluation index system of musical collaborative capacity for China’s compulsory music education: Using a combined Delphi method and Analytic Hierarchy Process approach

The latest version of China’s National Compulsory Education Curriculum Programme and Standards 2022 (hereafter CECPS 2022) emphasises the cultivation of students’ collaborative capacities, mentioning ‘ carrying out the core literacy effectively’. From the perspective of music education, this study summarises the requirements for collaborative activities in compulsory courses of the music discipline within CECPS 2022 in the light of Social Interdependence Theory, and builds an Evaluation Index System of Collaborative Capacity (hereafter EISMCC) by employing the Delphi method and an Analytic Hierarchy Process approach. After 3 rounds of expert consultations and revisions, it was found that EISMCC in compulsory music education is comprised of 3 first-level indices, 7 second-level indices and 20 third-level indices. The index framework and the results of the weight distribution with reliable quality reflect the experts’ emphasis on the process, goal orientation and synergistic interaction of collaborative activities in music learning. The whole system considers people’s general understanding of collaborative capacity, the calls within CECPS 2022 for collaborative music activities, and the practical demands of music teaching in compulsory education. This study provides a theoretical basis, a design process paradigm, practical guidance and a valid tool for the evaluation of collaborative capacity in compulsory education.

What it Takes to be a Good International Chinese Teacher

After the recovery of international Chinese education in 2023, the demand for international Chinese teachers overseas has returned, which also means that the demand for truly excellent international Chinese teachers has also begun to rise. As a student who is about to become an international Chinese teacher, how to become an excellent international Chinese teacher and complete the teaching mission of an international Chinese teacher is the main issue worthy of deep consideration. Thinking about this issue can be carried out throughout the student's learning life and into future teaching activities. "The unity of knowledge and action" is the most common point in Chinese philosophical wisdom, and it is also the most difficult point to achieve in practical activities. As an excellent international Chinese teacher, we must achieve the "unity of knowledge and action", clarify the teaching mission in the teaching process, take positive and correct concepts as the guide, and truly achieve the responsibility and mission of "language teaching and cultural dissemination" that a Chinese language teacher should do, so as to promote the development of Chinese to the world and expand more possibilities for exchanges between China and the world.

Exploring midwives' training needs and preferences for providing sexual health education for pregnant women: a mixed-methods study.

Background Numerous studies highlight a common inadequacy among midwives in addressing sexuality and sexual health issues in pregnant women. These findings underscore the crucial need for sexual health education for midwives. Nevertheless, the specific training needs and preferences regarding sexual health education for pregnant women among midwives remain largely unexplored in existing literature. The aim of this study was to explore midwives' training needs and preferences for providing sexual health education for pregnant women. Methods The research employed a mixed-methods, institution-based cross-sectional study design conducted from July to August 2021. Convenience sampling was applied for quantitative research, while purposive sampling was utilised for the qualitative component. Midwives from 19 hospitals in Guangdong Province were invited to participate in a questionnaire survey addressing training needs and preferences for sexual health education for pregnant women among midwives. Qualitative data analysis was performed using thematic analysis. Results A total of 462 midwives participated in the quantitative study, while 12 skilled midwives were involved in the qualitative component. A significant majority (82.5%) of midwives expressed a strong desire to engage in sexual health education. Online education emerged as the preferred mode of training among participants. Key areas of interest included reproductive health, sexual psychology, sex sociology, and education methods, underscoring a consistent demand for comprehensive sexual health education within the midwifery community. Conclusions Our study emphasises the pressing need for enhanced sexual health education for midwives and explores their preferences for future training.

Navigating the virtual classroom: unveiling the experiences and challenges of Australian psychology educators in online programs

ABSTRACT In the evolving landscape of education, understanding the experiences of Australian psychology educators in online programmes is crucial for enhancing educational strategies. The increased emphasis on psychology education, particularly online, post-COVID-19, highlights the crucial role of the degree meeting rising mental health needs. This is supported by the Australian governmental focus on STEM and employability, as psychology programmes equip students with essential skills for the workforce, necessitating strong tertiary programmes. Therefore, the aim of the current study is to explore the experiences and needs of Australian psychology educators teaching in online programmes in the last five years and to suggest strategies to address their perceived needs. A survey of 75 Australian online psychology educators revealed that while online teaching presented advantages for educators (e.g. autonomy, and motivation to learn new technologies), educators also found online teaching isolating and time-consuming. The challenges of engaging students online also emerged as a dominant theme. Additionally, the study highlighted the need for tailored support, specifically in the psychology discipline, with over 80% of the respondents agreeing that they could be better supported as online teachers. As the demand for online education grows, this study underscores the need for targeted support structures to empower educators, ensuring they continue to create enriched learning experiences for their students in virtual environments.

Psychedelic medicine in psychiatry residency training: a survey of psychiatric residency program directors

Objective The growth of psychedelic medicine creates new challenges in psychiatric education as physicians may soon be responsible for prescribing a number of psychedelic interventions. Despite this growing need for educated providers, very little is known about the training psychiatry residents receive in psychedelic medicine. We conducted a survey to determine the current educational opportunities as well as the priorities and concerns held by training directors about this emerging field. Methods We emailed an online survey to US psychiatry residency training directors. Respondents answered questions about current offerings in psychedelic medicine, as well as their interest, priorities, and concerns about curricular materials and their delivery. Results Sixty-one programs responded to our survey. The majority of respondents (64%) favored devoting additional time to psychedelic education, but many endorsed concerns about the dearth of educational materials (54%) and limited availability of faculty to deliver content (46%). The majority of programs (94%) expressed some interest in implementing a standardized curriculum in psychedelic medicine. Conclusion Training directors recognized that their current curricular materials are limited, and they appeared interested in additional support to meet the upcoming demand in psychedelic education. Further research can inform curriculum development and implementation of psychedelic education in residency training.

A Responsive Internship Program from the Viewpoint of Beginning Teachers

The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.

Psychopedagogical training of the teacher, a necessity in the current educational field

The psychopedagogical training of teachers is essential to improve educational quality, since it allows them to understand the learning and development processes of their students, adapting pedagogical strategies to individual needs. The purpose of this article is to examine the needs of psycho-pedagogical training of teachers who study in the bachelor’s degree in educational sciences at the Metropolitan University. An exploratory study is carried out to determine the psycho-pedagogical domains that contribute to more effective teaching performance and identify the areas of knowledge fundamental to their academic preparation. Although most teachers recognize the relevance of psychopedagogical training, many have only received short courses and workshops, which could limit their ability to implement profound changes in their educational practices. On the other hand, they value and apply psycho-pedagogical principles in their teaching, however, there is a tendency to focus more on solving existing problems, instead of adopting a preventive approach. The above indicates that comprehensive psychopedagogical training is essential so that teachers can respond to current educational demands, contributing to the academic success and personal development of their students.

Development of Clinical Simulation Programs and Their Importance in the Accreditation of Simulation Centers

Introduction: The development of Clinical Simulation requires well-structured programs tailored to the demands of university-level education in the Health Sciences, as well as appropriate management and accreditation by international evaluation entities. Accredited simulation centers are essential for health sciences education, allowing students to learn safely through the repetition of activities until they are correctly executed, thereby safeguarding patient safety. Objective: Describe the guidelines and importance of a Clinical Simulation Program as support for the activities carried out by the Health Area Simulation Center of the San Gregorio de Portoviejo University (USGP), Manabí, Ecuador, under the demands of the organizations of international accreditation.Methodology: Exploratory qualitative research, based on a review of bibliographic sources from the last 10 years regarding Simulation Programs and their importance in the accreditation of Clinical Simulation Centers.Results: A solid bibliographic foundation for the development of the Clinical Simulation Program at USGP.Conclusions: USGP is engaged in sustained efforts to develop its Simulation Center and to apply Simulation-Based Education methodologies.

Competencies required by sonographers teaching ultrasound interprofessionally: a Delphi consensus study

BackgroundClinicians from multiple professional backgrounds are increasingly using point-of-care ultrasound in clinical practice. Performing ultrasound is a complex skill, and training is required to ensure competency and patient safety. There is a lack of skilled trainers within health professions to meet this increasing educational demand. The role of sonographers in educating other health professionals in point-of-care ultrasound has not yet been well defined. Sonographers can provide ultrasound education interprofessionally, if equipped with appropriate clinical knowledge and educational skills.MethodsA Delphi consensus study was conducted to define the knowledge, skills and attributes required of sonographers teaching point-of-care ultrasound to other health professionals in Australia and New Zealand. Health professionals with subject matter expertise in the leadership, facilitation, and delivery of ultrasound education by sonographers were invited to participate.ResultsThere were 72 expert participants in survey round one, and 49 in round two. Participants included physicians, sonographers, and other health professionals. Consensus was reached on 31 competency items for sonographers teaching ultrasound interprofessionally, with agreement of greater than 94% reached by participants.ConclusionsThis consensus study has defined the knowledge, skills and attitudes required for sonographer competence in point-of-care ultrasound education. This is an important step to developing a training pathway for sonographers engaging in this emerging area.

What competencies should early childhood educators possess for the future? An expert judgement approach

IntroductionThe objective of this research was to identify and discuss the professional competencies essential for early childhood educators to effectively navigate current challenges and anticipate future ones. The study aims to contribute to the development of a competency framework tailored specifically for early childhood education.MethodsA proposed set of general teaching competencies was subjected to validation by a panel of experts, including early childhood teachers and academic professionals specializing in this field. The process involved adapting and refining these competencies to suit the early childhood education stage.ResultsExpert consultation confirmed the relevance and appropriateness of the proposed competency dimensions for early childhood educators. The experts emphasized several critical aspects, including the importance of building relationships, providing emotional support, employing nonverbal communication, and fostering family involvement. They also highlighted the significance of observation and educational documentation in the early years.DiscussionThe findings underscore the need for reflection on the specific professional competencies required for early childhood educators, which is crucial for enhancing both initial and ongoing teacher training programs. This research contributes to the ongoing dialogue about the competencies necessary for educators, emphasizing the development of teaching practices that address the unique demands of early childhood education.

Fostering educational excellence and addressing neoliberal challenges: Perspectives from principals and educators in Arab private schools in Israel

This study delves into the firsthand experiences of educators within private Arab schools in Israel in response to the escalating trends of privatization. Through conducting semi-structured interviews with 10 principals and educators from private institutions, a phenomenological approach was employed to uncover their perspectives on achievements and neoliberal challenges encountered in their educational roles. The findings elucidate a nuanced interplay of factors propelling the privatization process, including the demand for quality education, the cultivation of identity, and discontentment with public schooling systems. Participants highlighted the advantages offered by the flexibility and resources available in private educational settings. Nonetheless, concerns surfaced regarding issues of equitable access, regulatory oversight, workload demands, and clashes with the Ministry of Education’s privatization policies. Educators articulated both the benefits and risks associated with the privatization of schools. The study advocates for the implementation of standardized oversight mechanisms, specialized training to uphold principles of equity, fostering public–private partnerships, and the necessity for further research to shape practical policy that align privatization with educational excellence and equal opportunities. Insights gleaned from educational leaders navigating the complexities of privatization serve as a compass for devising strategies aimed at enhancing Arab schooling through evidence-based reforms.

The effect of concept mapping in nursing education on critical thinking motivation: A path analysis

BackgroundThe integration of concept mapping into nursing education represents a pivotal strategy aimed at enhancing critical thinking skills, which is a necessity in navigating the complexities of healthcare. This educational tool's role in stimulating students' analytical abilities and motivation towards critical thinking has become increasingly relevant in preparing nursing professionals for the dynamic challenges of their field. ObjectivesThe aim of this study is to examine how the implementation of concept mapping affects critical thinking motivation among nursing students, investigate the relationship between them, and support its use as an innovative educational strategy in the field of nursing. DesignThis study was conducted using a descriptive and exploratory design. MethodsThis research was carried out between May and June 2023, involving 435 nursing students. For data collection within an online classroom framework, the study applied a trio of tools: the Student Descriptive Information Form, the Scale for the Effectiveness of Concept Maps in Nursing Education, and the Critical Thinking Motivation Scale. The analysis of the compiled data was undertaken utilizing SPSS version 25.0 and JAMOVI software, with statistical significance set at a p-value of <0.05. ResultsEngagement in social/scientific activities, library usage, and book reading habits were positively correlated with higher scores on both the Critical Thinking Motivation Scale and the Scale for the Effectiveness of Concept Maps in Nursing Education. Notably, concept mapping significantly enhanced critical thinking motivation among the participating students, as evidenced by the path analysis (β = 0.758, R = 0.563, p < 0.001). ConclusionThe findings underscore the significant role of concept mapping in elevating critical thinking motivation among nursing students, suggesting its strategic inclusion in nursing curricula to meet the evolving demands of healthcare education in the twenty-first century.

Gamification in The Teaching-Learning Process of History, to Optimize Pedagogical Strategies in Unified General High School Education

Objective: The study analyzes the gamification in the teaching of History to improve pedagogical strategies in students of second of high school. Its objectives include diagnosing the intrinsic motivation towards history, describing the theoretical and methodological foundations of gamification, and proposing motivational strategies aligned with curricular objectives. Theoretical reference: Gamification is presented as a didactic strategy that promotes motivating and interactive learning. Active methodologies based on constructivist theory favor active participation, cooperative work, problem solving and encourage creativity, reflection and criticism, although their use in classes is limited. Method: The methodology is quantitative descriptive, using a questionnaire applied to 40 students of second of baccalaureate of the Miguel Ángel Suárez Private School in Loja, Ecuador. Results and conclusion: The results indicate that gamification improves motivation and intrinsic participation in learning history. It is crucial that teachers integrate gamified strategies into teaching planning to develop critical and historical analysis skills in an attractive way. Originality/value: Research provides a solid foundation for implementing gamification as an effective tool for developing critical, historical and analytical skills, making learning more engaging and relevant. It combines constructivist theories with active methodologies, offering a valuable resource to adapt traditional pedagogical strategies to new educational demands through the integration of digital resources.

Environmental education within the right to education framework

The incorporation of environmental education (EE) into the framework of the right to education that has been established is being more recognized as being of utmost importance in light of the growing environmental issues. The purpose of this study is to address the important need to align environmental education (EE) with present educational demands. This will ensure that environmental awareness and sustainability are intrinsic components of educational curriculum all over the world. The purpose of this study is to investigate the manner in which EE is currently included into the framework of the right to education, with the intention of determining both the areas of strength and those that require development. The research makes use of a mixed-methods methodology, which blends qualitative insights acquired from interviews with educators and policy makers with quantitative data obtained from a survey of educational institutions located in a variety of locales. There are considerable discrepancies between urban and rural contexts in terms of resource allocation, curriculum creation, and teacher training, according to the analysis, which demonstrates that the implementation of EE takes place in a diverse terrain. A significant discovery is that even while EE is technically acknowledged in educational regulations, its actual implementation continues to be inconsistent. This is frequently reliant on the resources available in the local community as well as the dedication of the institution. Following the conclusion of the study, recommendations are provided for educational practitioners and policymakers, with an emphasis placed on the requirement for an approach to EE that is both more structured and accessible to all individuals. These findings provide a contribution to the larger conversation on sustainable education and bring to light the critical need for coordinated strategies that guarantee every kid has access to quality environmental education as part of their fundamental right to get an education.

Constructing the 'Ideal' Graduate Student: A Critical Examination of Language and Rhetoric in “Graduate Education Policy 2023”

This paper uses Critical Discourse Analysis (CDA) to analyze how the figure of the 'ideal' graduate student is discursively constructed in the Pakistan Higher Education Commission Graduate Education Policy 2023. Analyzing policy features, meaning, and discursive constitution, we reveal the ideological presuppositions that have framed graduate education in Pakistan. The study's findings are the conflict between international academic norms and the local cultural environments and between cultivating influential independent scholars and preserving the institutional order. When discussing the policy, one cannot but notice the tension between neo-liberal and traditional academies' values and the focus on bringing the national development agenda into focus. Our findings suggest that the constructed 'ideal' graduate student is expected to embody a challenging combination of traits: academic standards, creativity, high standards of integrity, and relevance to the nation's goals. It expands the literature on how educational policies construct students' identities and academic environments to aid policymakers, educators, and learners in the context of Pakistan and other countries experiencing shifting graduate attributes and pedagogical demands.

Nurturing Growth: Challenges and Strategies of Paternalistic Leadership in Facilitating Teacher Development in Qingdao, Shandong Province

This research explores paternalistic leadership in educational settings in Qingdao, Shandong Province, and its impact on teacher development. Paternalistic leadership, defined by authoritarian, benevolent, and moral elements, is firmly ingrained in Chinese cultural practices and has a substantial influence on organizational dynamics and individual behaviours in Chinese educational institutions. The purpose of this study is to investigate the issues and techniques connected with paternalistic leadership from the perspectives of principals and teachers in Qingdao, with an emphasis on their implications on professional development and educational results. Using a qualitative case study technique, the research conducts in-depth interviews with a senior principal and twenty teachers from a chosen school, as well as purposive sampling, to better understand the intricacies of paternalistic leadership. As findings, the data show that authoritarian characteristics of paternalistic leadership have a detrimental impact on teacher creativity and work satisfaction, but benign practices may improve engagement and professional development. The discussions emphasize the need of a balanced leadership strategy that combines classic paternalistic attitudes with current educational objectives, providing an atmosphere that encourages teacher autonomy and creativity. As implications this study reveals that adopting more benevolent and supportive leadership styles may considerably enhance educational environments and results. This study indicates that, although paternalistic leadership has a solid cultural base, there is much room to improve these practices to better accord with modern educational philosophies and teacher demands.

Dialectical Behavior Therapy for Reducing Emotional Eating in Emerging Adult Women

Emerging adulthood is a transitional period from adolescence to adulthood characterized by instability in roles and relationships as individuals navigate the demands of higher education, employment, intimate relationships, and self-identity formation. This transition often triggers various negative emotions, such as anxiety, distress, and self-doubt, particularly in women, making them more susceptible to engaging in emotional eating as a means of seeking temporary comfort or distraction. Emotional eating is a mechanism for temporary emotional relief, but feelings of regret or guilt often follow it. Emotion regulation skills are crucial when experiencing negative emotions. This study aims to demonstrate the effectiveness of Dialectical Behavior Therapy (DBT), an intervention designed to enhance emotion regulation skills, in reducing the occurrence of emotional eating among emerging adult women. The study employed a single case experiment design with two 21-year-old female participants experiencing emotional eating. The Emotional Eating Scale (EES) and emotional eating self-recording were used as measurement tools. Each participant received DBT over 7 sessions, each lasting 60-90 minutes. The results indicated that DBT reduced the frequency of emotional eating in both participants, with the effect persisting up to 14 days post-intervention. These findings suggest that DBT is an effective intervention for reducing emotional eating in emerging adult women.

A Training Program for Evaluating Chinese Music Instructors’ Leadership Competencies in Universities in Chongqing, China

Background and Aims: The need for effective leadership within Chinese music education departments in Chongqing universities. This program likely aims to develop and assess leadership competencies specific to the unique context of Chinese music instruction, aligning with broader goals of enhancing educational quality and organizational effectiveness in higher education institutions. This study investigates leadership competencies among music instructors in higher education in Chongqing, China, utilizing a multi-institutional cross-sectional approach to discern the current and desired leadership competencies essential for effective music education. Methodology: By applying the Priority Needs Index (PNI) analysis, the research identifies exemplary pedagogical performance and collaborative teaching as pivotal areas that necessitate development to meet the evolving demands of music education. Results: The findings emphasize a significant inclination towards student-centered educational paradigms, highlighting the importance of creativity, emotional intelligence, and collaboration in contemporary music education. This shift underscores the necessity for pedagogical evolution and integrating innovative teaching methodologies. By pinpointing key leadership competencies and underscoring the critical role of professional development, this study contributes to the broader dialogue on enhancing music education in China. Actionable recommendations include the development of courses integrating leadership and innovation skills, establishing professional development programs emphasizing student-centered methodologies, and forming strategic partnerships with music organizations to expose educators and students to real-world leadership scenarios. These initiatives aim to foster a culture of innovation and adaptability, ensuring music education aligns with the demands of the 21st-century music profession. The study contributes to the ongoing conversation on enhancing music education leadership in Chinese higher education, providing insights for pedagogical advancement and professional development. Conclusion: The study emphasizes a move in music education toward student-centered methods and promotes the blending of creativity, emotional intelligence, and teamwork. By delineating fundamental leadership skills and promoting career advancement, it provides practical suggestions for promoting creativity and flexibility, enhancing the conversation about enhancing music education leadership in Chinese higher education.