Design Of Education Programs Research Articles

Design and Development of an AI Education Program for Young Learners: A Case Study

Design and Development of an AI Education Program for Young Learners: A Case Study

Impact of Political Education Courses on the Ideological Alignment of Students in China

This study investigates the impact of political education courses on the ideological alignment of university students in China, examining the relationship between student engagement and the degree to which they align with government-promoted ideologies. With political education being a mandatory component of university curricula in China, this research addresses the effectiveness of these courses in achieving their intended goals of fostering national unity and reinforcing government ideologies. The study is grounded in Social Learning Theory and Political Socialization Theory to understand the mechanisms behind student engagement and ideological alignment. Existing literature highlights the importance of innovative and participatory educational approaches in enhancing political engagement, suggesting that while education fosters political awareness, the specific design of educational programs is crucial for translating this awareness into active political participation. This research aims to provide empirical evidence that can inform educational policymakers and contribute to the broader discourse on the role of political education in shaping national identity and political consciousness.

Educational and professional task as a means of assessing the professional competencies of IT students based on the requirements of employers

One of the most important tasks of higher education under digitalization of all spheres of economy and society is training specialists in IT (including specialists in web development) who are in demand in the labor market. To address this task successfully, it is necessary to have close interaction between universities and employers at all stages of the implementation of basic professional educational programs from their creation to the assessment of the formation of professional competencies.The article is focused on the current problem of choosing and designing effective tools for assessing professional competencies of IT students within the framework of advanced training in web development. The article carries out an analysis of psychological and pedagogical literature in order to determine the optimal means of assessing professional competencies of students. The use of educational professional tasks as a means of modeling the professional activity of a graduate and evaluating the educational results of the university study process is substantiated. It is substantiated that employers gain a special role in the design and implementation of educational programs, including the formation of the repertory and content of educational professional tasks and so the necessity of employers’ representatives’ participation in the process of assessing the development level of professional competencies is explained.

Culturally appropriate options for diabetes self‐management: Results from a patient‐centered comparative effectiveness study

AbstractThis project compared the effectiveness of two evidence‐based models of culturally competent diabetes health promotion: the diabetes self‐management support empowerment model (DSMS) and the chronic care model (CCM). Our primary outcome was improvement in patient capacity for diabetes self‐management as measured by the diabetes knowledge questionnaire (DKQ) and the patient activation measure (PAM). Our secondary outcome was patient success at diabetes self‐management as measured by improvement in A1c, depression scores using the PHQ‐9, and body mass index (BMI). We also gathered data on the cultural competence of the program using the Consumer Assessment of Healthcare Providers and Systems Cultural Competence Set. We compared patient outcomes in two existing sites in Albuquerque, New Mexico that serve a large population of Latinx diabetes patients from low‐income households. Participants were enrolled as dyads—a patient participant (n = 226) and a social support participant (n = 226). Outcomes over time and by program were analyzed using longitudinal linear mixed modeling, adjusted for patient participant demographic characteristics and other potential confounding covariates. Secondary outcomes were also adjusted for potential confounders. Interactions with both time and program helped to assess outcomes. This study did not find a difference between the two sites with respect to the primary outcome measures and only one of the three secondary outcomes showed differential results. The main difference between programs was that depression decreased more for CCM than for DSMS. An exploratory, subgroup analysis revealed that at CCM, patient participants with a very high A1c (>10) demonstrated a clinically meaningful decrease. However, given the higher cultural competence rating for the CCM, statistically significant improvement in depression, and the importance of social support to the patients, results suggest that a culturally and contextually situated diabetes self‐management and education program design may deliver benefit for patients, especially for patients with higher A1c levels.Key Points The team was interdisciplinary. The information presented describes results of both qualitative and quantitative data and involves interpretations that are interdisciplinary in nature. The study design used methods from multiple disciplines.

Does learning style influence performance in objective structured clinical examinations?

BackgroundObjective Structured Clinical Examinations (OSCEs) aim to assess medical students’ clinical skills rather than just their theoretical knowledge. We propose a study between the learning style of second-cycle medical students and their performance in OSCEs.MethodsDuring their internship at our hospital, students were invited to complete the LSQ-Fa, a questionnaire designed to identify their preferences among 4 learning styles: active, reflective, theoretical, and pragmatic. In parallel, an evaluation of their clinical skills was conducted through OSCEs. We then performed an analysis to establish a correlation between learning styles and OSCE performance, to better understand how learning preferences influence academic outcomes.ResultsBetween April 2021 and January 2023, 55 students were evaluated by OSCEs and had completed the LSQ-Fa. The average OSCE score was 14.8/20. The theoretical learning style was predominant in 47.3% of students, followed by active (27.3%), reflective (14.6%), and pragmatic (5.4%), with 3 cases of mixed active and theoretical styles (5.4%). No significant correlation was observed between learning style and OSCE performance (p = 0.28), although students with a pragmatic style recorded a slightly higher average.ConclusionThis study highlights the importance of considering diverse learning styles in the design of medical education programs.

Maternal Perspectives on and Preferences for an Enhanced Neonatal Jaundice Education Program: An Evaluation Using the Consolidated Framework for Implementation Research.

Neonatal mortality is a major contributor to under-five deaths yet the main causes of these deaths are preventable. Postnatal health education programs can improve timely detection and care seeking for newborn morbidities such as neonatal jaundice (NNJ). Being a common occurrence in low-income countries, it is surprising that women do not have sufficient knowledge about NNJ. Although the knowledge can be improved through routine education programs, healthcare providers rarely engage women in evaluating such programs, which limits their uptake and sustainability. This was a qualitative study evaluating a postnatal neonatal jaundice health education program conducted at Jinja Regional Referral Hospital (JRRH). Narrative data on the structure, design, and delivery of the program was recorded from 12 postnatal women through unstructured interviews. The participants were those who had taken part in an enhanced NNJ education program. Qualitative content analysis, guided by the Consolidated Framework for Implementation Research (CFIR) was performed. Using the CFIR, two themes were identified; the intervention characteristics domain and the individual domains. The constructs under these domains were intervention design quality and packaging, relative advantage, and maternal knowledge needs. The augmented nature of the intervention, sorting individual needs, ability to promote continuity of care, and care-seeking were identified as key facilitators. Lack of group interaction was identified by some women as a possible barrier. Overall, the education program was positively perceived by women and preferred compared to the conventional method of health education. In low-resource settings where maternal health education can contribute to a reduction in newborn mortality, the design, implementation, and evaluation of maternal education programs should be informed by women's preferences. Healthcare providers should utilize multiple sources of information and routinely practice patient-centered evaluation to meet the changing knowledge demands of postnatal women.

Evaluating Experiences in a Digital Nutrition Education Program for People With Multiple Sclerosis: A Qualitative Study.

Multiple sclerosis (MS) is a complex immune-mediated disease with no currently known cure. There is growing evidence to support the role of diet in reducing some of the symptoms and disease progression in MS, and we previously developed and tested the feasibility of a digital nutrition education program for people with MS. The aim of this study was to explore factors that influenced engagement in the digital nutrition education program, including features influencing capability, opportunity and motivation to change their dietary behaviours. Semi-structured interviews were conducted with people who had MS, and who completed some or all of the program until data saturation was reached. Interviews were analysed inductively using thematic analysis. Themes were deductively mapped against the COM-B (Capability, Opportunity, Motivation, Behaviour) behaviour change model. Sixteen interviews were conducted with participants who completed all (n = 10) or some of the program (n = 6). Four themes emerged: (1) acquiring and validating nutrition knowledge; (2) influence of time and social support; (3) getting in early to improve health and (4) accounting for food literacy experiences. This is the first online nutrition program with suitable behavioural supports for people with MS. It highlights the importance of disease-specific and evidence-based nutrition education to support people with MS to make dietary changes. Acquiring nutrition knowledge, coupled with practical support mechanisms, such as recipe booklets and goal setting, emerged as crucial for facilitating engagement with the program. When designing education programs for people with MS and other neurological conditions, healthcare professionals and program designers should consider flexible delivery and building peer support to address the needs and challenges faced by participants. Members of the MS Nutrition Research Program Stakeholder Reference Group, which includes people with MS and MS health professionals, provided input during the development of the nutrition education program and study design stages.

디자인 씽킹을 적용한 친환경 건축 디자인교육 프로그램 개발 및 효과성 분석 - 중학교 1학년 자유학기제 예술·체육 활동 적용을 중심으로

The recently fast urban growth is leading to being deepened the severe environmental pollution and to being damaged the earth. According to the importance of the global sustainable power generation energy amid this destruction, the eco-friendly education is being carried out. Hence, in the wake of recognizing this issue, this study developed the eco-friendly architectural design education program by connecting the 2022 Revised Curriculum with the achievement standard for a free-semester system in middle school and applied it to the first grade of M middle school during the period of 5 weeks starting from April 29. And to verify effectiveness, the pre and post questionnaires and the student participation reviews were confirmed targeting 43 first graders of M middle school in Jungnang-gu, Seoul who take free semester arts and sports classes for 5 weeks from April 29, 2024 to May 20. As the pre and post survey questions include totally 3 realms such as ‘perception, problem-solving, environment’ in terms of the design thinking and the environmental problem, the item number corresponds to 10 pieces. As a result of t-test in the questions of all realms regarding ‘perception, problem-solving, environment,’ it could be known to have gotten higher after proceeding with the program at the significance level. This outcome shows that the implementation of a class with the application of design thinking leads to being capable of solving a problem by applying and using it even in daily life. It urgently needs the participation in social problem solving and the transformation of school education into self-directed experimental and practical education. In this situation, this study is expected to be likely able to be used as basic data that suggests the directivity of new design education.

Exploring the role of healthcare partners in referrals to a community-based exercise program with a healthcare-community partnership designed for people with balance and mobility limitations

Purpose To explore how healthcare partners in community-based exercise programs for people with balance and mobility limitations perceive and enact referral in the context of their role. Materials and methods We conducted a descriptive, qualitative study involving semi-structured interviews and reflexive thematic analysis. Results Twelve healthcare partners from the Together In Movement and Exercise (TIMETM) program completed interviews. Seven (58%) participants were clinicians and 5 (42%) held non-clinical roles. The most common professional background of participants was physical therapy (n = 9, 75%). Clinicians made direct referrals while non-clinical participants facilitated referral by promoting the program. The main theme was healthcare partners perceive their role in referrals as secondary to their role as educators and trainers. Subthemes were: (1) healthcare partners fulfill educator and trainer roles when conducting formal training of instructors, educating instructors during program visits, and fielding questions; (2) almost all healthcare partners facilitate referral by sharing program information formally and informally; and (3) healthcare partners in clinical practice make direct referrals depending on the clientele. Conclusions Healthcare partners perceive their roles as educators and trainers as taking precedence over their role in referrals. Findings can be used to guide selection and training of healthcare partners, design of clinical education programs, and research on competencies.

Improving the design of educational programs in the specialty 101 "Ecology" according to the needs of the labor market

Improving the design of educational programs in the specialty 101 "Ecology" according to the needs of the labor market

Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education

The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is to develop a convergent teaching method that leverages the immersive and interactive capabilities of the metaverse. The research involves a joint exhibition project with students from Sangmyung University and international participants, incorporating a metaverse-based educational program. A sample of 85 students participated in the program, and their experiences were evaluated through surveys and focus group interviews (FGIs). The findings reveal significant correlations between content satisfaction and method satisfaction, underscoring the importance of engaging and interactive methods. The study also identifies technical challenges and provides insights for optimizing digital platforms for educational purposes. The implications suggest that integrating metaverse technology in arts education can significantly enhance creativity, critical thinking, and interdisciplinary skills, offering a sustainable and innovative approach to modern education. Based on these implications, this paper proposes methods for incorporating the insights gained from case analyses and implications into the design of educational programs. It is anticipated that this approach will contribute to enhancing the quality of convergence education in higher education institutions. Furthermore, it is expected that this program will serve as a starting point for the systematic implementation of integrated education and the use of digital platforms, thereby helping to reduce disparities in integrated education between countries.

An Exploration of Sexual Consent Beliefs, Attitudes, and Behaviors among Middle School Students in Canada

An essential component of healthy sexual exploration is the understanding of sexual consent. Unfortunately, sexual consent is not consistently taught in sex education programs developed for adolescents. Furthermore, although early adolescence is a critical developmental period for the formation of sexual identity, norms, attitudes, and relationships, this population is underrepresented in the sexual consent literature. To fill this important gap, this study examined the sexual consent beliefs, attitudes, and behaviors of 254 middle school students from a large, urban city in the province of Ontario. Correlates and predictors of sexual consent endorsement were tested via bivariate and multiple regression analyses. Greater perceived negative sanctions of dating violence and higher endorsement of gender stereotypes emerged as variables significantly related to and predictive of sexual consent attitudes, perceived behavioral control, and affirmative consent norms. Gender was also a significant correlate, as girls were more likely than boys to endorse affirmative sexual consent beliefs, attitudes, and behaviors. The findings highlight important group differences and provide guidance for the design and implementation of sexual education and prevention programs.

Impact of Pesticide Training on Safety Climate Perception Among French Cereal Farmers.

Background: The training of farmers in pesticide safety is of prime importance for reducing pesticide use and exposure through the implementation of sustainable management practices. This study aimed to assess the impact of compulsory training on the knowledge and perceptions of cereal farmers, with the help of a safety climate scale. Method: We approached cereal farmers throughout France during compulsory training and certification procedures for pesticide-related activities. Trainees were asked to complete a safety climate questionnaire at the start and end of the course. In total, 733 cereal farm managers or workers completed the questionnaire at the start of the study, 131 of whom declined to complete the questionnaire at the end of the training session, leaving 602 subjects available for pre-training/post-training comparisons. Statistical analyses were based on paired t-tests and mixed models for repeated measures. Findings: The mean safety climate score increased from 82.37 to 88.22 after the training course (7.1 %, p < .001) in both univariate and multivariate analyses. Mean increases were also found for each of its seven dimensions (p < .001), ranging from 2.8% for "rules and best practices" to 12.4% for "communication and feedback." Few covariate-by-time interactions were found to be significant. Conclusion/Application to Practice: This study demonstrates that pesticide training is highly effective in increasing safety climate perception among cereal farmers and provides hints for improving the design of educational programs. Promoting the development and facilitation of lifelong learning with continuously updated training programs should be a top priority for minimizing pesticide exposure.

Influenza Vaccination of Nursing Students: A Cross-Sectional Study of Uptake, Knowledge, Attitudes, and Practices in Greece.

Influenza immunization includes a yearly repeated vaccine offered to every healthcare worker, including nursing students, with a high risk of contracting this viral disease. This study aimed to investigate the vaccination coverage, knowledge, attitudes, and practices of nursing students against influenza in Greece. A cross-sectional study was conducted in the Attica region between September 2022 and July 2023, with the use of an anonymous reference questionnaire. Data from 1261 nursing students were recorded (response rate: 68.6%). The study found that 23% of the sample were vaccinated against influenza for the flu season 2022-2023, and 42% were vaccinated for the previous flu season. Knowledge scores regarding influenza ranged from 0% to 100%, with a mean value of 55 (SD = 18.8%). A higher level of knowledge about influenza was associated with more appropriate attitudes and practices toward the disease (p < 0.001). Notably, participants in their second, third, or fourth year of study and beyond exhibited more suitable attitudes and practices towards the flu compared to those in their first year of study (p < 0.05). The emergence of low vaccination coverage identifies the need for departments of nursing studies to proceed with the design of educational and intervention programs on infection control.

Older persons' knowledge of HIV and AIDS prevention in a province of South Africa.

Population ageing and access to antiretroviral therapy have resulted in an increase in the proportion of older people living with human immunodeficiency virus (HIV). However, scant knowledge is available to inform the design of educational programmes to target these persons in low- and middle-income countries. This study aimed to examine how persons aged ≥ 50 years view their risk of contracting HIV, and the extent to which they are supported in preventing infection and are impacted by the HIV or acquired immune deficiency syndrome (AIDS) epidemic. Rural sites in the Western Cape Province of South Africa. This study followed a qualitative design. Two focus group discussions with persons aged ≥ 50 years and interviews with two key informants were conducted at seniors' centres. Discussions were digitally audio recorded and the recordings were transcribed, and data were thematically analysed. Overall, awareness of the risk of older persons contracting HIV infection in this population was poor. Stigmatisation of the disease in the community and at health care facilities affected individuals' willingness to be tested for the virus and/or to disclose their status, if positive. Participants viewed HIV and AIDS education programmes as focussed on the youth and educational sessions for large groups were not helpful in stemming the epidemic. Dissemination of information on older persons' vulnerability to the disease, and education on HIV and AIDS tailored for and targeted at this age group have been relatively neglected.Contribution:Educational programmes on HIV, as well as productive channels and platforms to target older populations, particularly those with a low health literacy level are required.

Gamification and problem-based learning (PBL): Development of creativity in the teaching-learning process of mathematics in university students

This study aims to determine whether the combination of techniques such as gamification along with problem-based learning (PBL) can significantly enhance the problem-solving abilities of university students and their academic performance compared to those who do not receive this educational approach. An experimental design was employed, incorporating the administration of tests, data collection, non-participant observation directed at teachers, and a survey administered to students. The study was conducted with 42 students in the treatment group and 37 students in the control group. As a result of the analysis, it was identified that the combination of gamification and PBL significantly improves the problem-solving capabilities of the treatment group, as well as the average grades. This suggests that these techniques can increase the engagement, motivation, and academic performance of university students in the context of mathematics. This holds significant implications for the design of educational programs and underscores the importance of integrating innovative approaches in teaching to foster holistic student development. It is recommended that educational programs and teachers consider the implementation of techniques that promote active student participation and the integration of technological resources to enhance the teaching and learning process of mathematics in university students.

A systematic review of the impact of therapeutic education programs on the quality of life of people with Multiple Sclerosis.

Faced with a deemed mediocre quality of life (QoL) in people with multiple sclerosis (pwMS), the effectiveness of therapeutic education (TPE) programs is called into question. This systematic review is conducted to examine the impact of the TPE programs on the QoL of pwMS. A search was performed in three databases (PubMed, Web of Science and Scopus) to identify relevant studies published between 2007 and 2022. The review followed the PRISMA guidelines. Two reviewers independently extracted data on the study and program characteristics. These data were presented in tables for detailed synthesis and descriptive analyses. The selected studies underwent assessment using recommended evaluation tools. Of the 21 studies included in the review, 13 found a significant improvement in QoL, which was maintained during follow-up testing in 42% of the studies. TPE programs that focused on patients' individual needs and aimed to develop their skills in a personalized manner appeared to promote QoL. Interaction formats (individual, group, remote), session duration [range=1.5-28] and number of sessions [range=1-18] varied between the studies reviewed. Thoughtful, structured design of educational programs requires a match between the educational aspects specific to each individual and the appropriate choice of content, delivery modalities of the interventions and evaluation protocol, as well as a reasonable follow-up time. The conclusions drawn could serve as guidelines to direct future research towards optimal educational interventions. PROSPERO CRD42022338651.

Analyzing the Effectiveness of Creativity Courses on University Students&amp;apos; Perceptions and Creative Mindset Changes : An Application of Integrated Research Methods

The purpose of this study is to examine the changes in the perception of creativity and creative mindset among university students before and after attending a creativity-focused general education program. The study was conducted using a mixed-methods approach, targeting 55 students from freshmen to seniors who expressed their willingness to participate and were enrolled in a general education courses at a university in the Chungnam region. The findings indicate that there was a change in the overall perception of creativity from the perspectives of creative thinking, creative outcomes, creative characteristics, and creative stimuli. Additionally, there was a positive change in the creative mindset of the students. This suggests that creativity-focused general education had a positive effect on the development of students' creative competencies. Through this study, we aim to provide useful information for the design and implementation of education programs that enhance creativity, by broadly understanding the impact on university students' perception of creativity and their creative mindset.

비수도권 대학 지역 연합 동아리 기반 UX 디자인 프로그램 개발

Recently, the UX design expert training program is founded around Seoul metropolitan area, where firms growing in the online platform industry and global companies are concentrated. Accordingly, there are certain limitations in the environment in which students majoring in UX design at non-metropolitan universities can grow into experts. This research confirmed the possibility of after-school activities ‘clubs' through a pre-test that assessed the positive effects on major learning from club participation among students at non-metropolitan universities. As mentioned above, this research founded the local united club for studying UX design. The local united club recruited students who wanted to study a project-based major. For club activities, which was the UX design program based on content from pre-research, was constructed following the stages of UX design education confirmed in previous studies. After experiencing the 15- week course twice, cross-verification was conducted through students participating in the club to see whether the UX design education program presented in the previous study was a universal education program or a situation of improving local infrastructure of UX design. As a result of the experiment, it was confirmed that the UX design education program, operated in the form of a regional association club, could improve the UX design education infrastructure. The program of after-school club activities based in non-metropolitan areas, which will help students grow into UX design experts in IT firms, will be an alternative to improving the disappointing environment for students in Daegu and Gyungbuk area.

Transforming Online Teaching Through Relational Ways of Being

We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive.