Development Of Learning Environments Research Articles

INPUTS AND OUTPUTS OF HIGHER EDUCATION: A READING OF THE ALGERIAN HIGHER EDUCATION SYSTEM IN THE LIGHT OF THE KNOWLEDGE INDEX

Objective: The purpose of this research is to assess and understand the condition and difficulties facing the education system, in Algeria in light of the knowledge economy, with particular focus on the alignment between university outputs and labor market demands. Theoretical Framework: The study is based on the concept of the knowledge based economy model which underscores the pressing requirement for institutions to adjust to progress and changing economic landscapes. It examines the relationship between higher education outcomes and economic development in developing nations. Method: The study employs an analytical approach to evaluate Algeria's higher education system, examining public spending patterns, graduate employment rates, and the alignment between academic programs and market needs. Results and Discussion: The results indicate that with rises, in funding, for public education and enhancements educational inputs, Algeria faces persistent challenges: (1) high unemployment rates among university graduates, (2) misalignment between academic training and industry requirements, and (3) limited focus on entrepreneurship and innovation in university curricula. Research Implications: The study recommends strategic reforms including: (1) reorienting universities toward entrepreneurship education, (2) strengthening research and innovation capabilities, and (3) developing learning environments that foster creativity and practical skills. These changes aim to shift from a purely employment-focused model to one that emphasizes job creation. Originality/Value: In this study a thorough examination of the education system, in Algeria is presented within the framework of the knowledge economy., offering evidence-based recommendations for transforming universities from institutions that prepare job seekers to centers that create job creators, thereby contributing to sustainable economic development.

Integration of Digital Repositories and Spatial Design within the Metaverse: the Evaluation of Features and Narratives to set Learning Environments on Cultural Heritage

Abstract. The Metaverse is rapidly advancing across cultural, professional, and service sectors, enhancing data compatibility and interaction. Its architectural design supports both visual interaction and information layers, characterising an ideal platform for the promotion of Digital Heritage. The digitisation of Cultural Heritage and the creation of Digital Repositories find complementarity in the Metaverse, which enables social interactions between Digital Heritage contents and virtual communities. This integration is pivotal for developing Learning Environments, where accessible virtual products can be combined with original digital storytelling and narratives.The paper presents methods and results from an Erasmus+ international school, which focused on using digital communication and 3D modelling tools to create immersive narratives on Mediterranean architectural modernity. Students from various Cultural Heritage disciplines designed virtual exhibitions within the Metaverse platform Spatial and open repository materials. The research concentrated on the application of Metaverse platforms for their spatial design and educational utility within the Heritage sector. The activities included developing digital narratives and interactive exhibitions enriched with multimedia data from digital repositories. The study discusses the limitations of customising visual materials, the importance of repository connections, user experience design, and the potential for future developments in Metaverse applications for Cultural Heritage learning environments and storytelling.

Peran Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogik Guru di MTs Miftahul Jannah Segedong

This study aims to examine the role of principal leadership in improving teacher pedagogical competence at MTs Miftahul Jannah Segedong. Improving the quality of education through teacher competency development is the main focus, considering the challenges of declining quality of education at various levels. Using a qualitative approach, this study explores the leadership strategies implemented by principals to support the development of teacher pedagogical competence. Data were collected through in-depth interviews, participant observation, and document analysis. The main findings of the study indicate that strategies such as conducting periodic workshops, ongoing teacher training, providing motivation through awards, intensive supervision, and holding regular school meetings are very effective in improving the quality of learning in the school. In addition, the principal plays a role in creating a school culture that supports collaboration and pedagogical innovation among teachers. The implications of this study highlight the importance of the role of the principal in fostering a conducive and sustainable learning environment for teacher professional development, which ultimately has a positive impact on the quality of education. Recommendations for this study include increasing policy support for teacher competency development and strengthening school leadership capacity.

Investigating the motivating factors that influence the adoption of blended learning for teachers’ professional development

Blended learning (BL), a teaching method merging online and face-to-face learning, is lauded for its potential to enrich educational outcomes and tackle challenges entrenched in conventional teaching practices. In countries like Pakistan, where equitable access to quality professional development remains an obstacle, BL is a promising avenue to surmount training barriers. While BL adoption has evolved swiftly, research into its integration within teacher training remains limited. Notably, no comprehensive model exists describing the motivational factors influencing teachers' perceptions and intentions regarding the blended mode of teacher training. This study aims to identify the motivational elements that motivate schoolteachers in teacher training institutions in Pakistan to incorporate blended learning into their programs. The motivational factors identified in BL literature have been employed to craft a motivation model grounded in their causal relationship. This quantitative study examines the interplay between multiple motivational factors and their impact on BL adoption within teacher training and the BL environment. Surveying 350 schoolteachers (participants) from teacher training institutions, we employed Structural Equation Modeling (SEM) techniques with Smart PLS 4.0 for data analysis. Results reveal that extrinsic and intrinsic motivational factors significantly influence teachers' motivation to adopt BL for training. Notably, "overall training quality" and "educational environment" were non-influential. Overall, the findings underscore that considering a blend of extrinsic and intrinsic factors can wield a 65 % influence on BL adoption. The study's results provide practical guidance for educational leaders, curriculum designers, and faculty members aiming to cultivate a unified blended learning environment for teacher professional development. These insights also underscore the importance of incorporating essential motivational factors into forthcoming blended learning training programs.

Design of Islamic Religious Education (PAI) Learning Management in Integrated Islamic Schools

This article explores the design of Islamic Religious Education (PAI) learning management in Integrated Islamic Schools (SIT). With a literature research approach, this article identifies critical aspects in the direction of PAI learning, which includes planning, implementation, and evaluation. Important aspects of planning include setting learning objectives that focus on developing aspects of religion, morals, and character of learners; relevant and contextual curriculum analysis; development of integrative learning materials; varied and interactive learning methods; use of technology in learning; and comprehensive evaluation and assessment. The implementation of education at SIT emphasizes the integration of Islamic values in the learning process, effective use of media, and active involvement of students. The monitoring and evaluation phase involves assessing knowledge, worship practices, attitudes and behaviors, as well as student projects and assignments. The article also highlights the importance of parent and community involvement and the professional development of PAI teachers. In conclusion, the design of PAI learning management at SIT requires a holistic approach that integrates pedagogical, technological, and community aspects to create a compelling and conducive learning environment for the spiritual development and Islamic character of learners

Approaches for sustainable professional skill development for vocational education students in Thailand.

This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Development of learning content selection agent based on the progress of the participant for training courses with gamification

The work involved research, development and implementation of an educational content selection agent with gamification elements. Achieving the goal is due to the study of methods of selecting educational content based on the progress of the participant, as well as various approaches to the gamification of the process. According to the results of the study, the agent for selecting educational content is implemented. Approbation of the agent's work was carried out by introducing it into the developed learning environment.

Didactic possibilities of using computer graphics programs in the educational process

This study investigated computer graphics programs and their several types and their capabilities in teaching drawing geometry classes in all technical and technological education areas of the Institute of Engineering Technology. - site created and supported with lesson notes and related learning resources on drawing techniques and theory. An exercise in drawing each line using the software and drawing the models was accompanied by video and audio recordings from local and international sources. Students had the opportunity to access the lessons in an interactive format. Throughout the program, hyperlinks to a variety of resource materials were provided to encourage non-linear access to knowledge, enhance repetition, and encourage exploration of the full potential of the and program. The learning model adopted simple and embedded technology, with ease of access being the focus. The study was successful in creating a suitable learning environment for skill development using technology. Overall, it can be concluded from the research that Solid Works is an effective tool for covering the topics of drawing geometry within several programs and for perfecting each detail using selected learning models and student needs.

TEACHER'S ROLE IN DEVELOPING CHARACTER-BASED LEARNING IN ISLAMIC EDUCATION

The background of this study is the importance of the teacher's role in developing character-based learning in Islamic education, which aims to form students with strong character and based on Islamic values. This study aims to identify the role of teachers in developing character-based learning and evaluate the effectiveness of practical strategies used. The research method used is a literature study, which involves collecting, analyzing and synthesizing information from various relevant written sources. The results show that teachers play a crucial role as role models, facilitators and mentors in integrating character values into learning. Practical strategies such as project-based learning and the use of technology proved effective in improving students' understanding, learning motivation and social-emotional skills. In conclusion, the active and innovative role of teachers, as well as support from schools and government, is crucial in creating a conducive learning environment for students' character development.

Perkembangan Kognitif dan Motorik Anak Usia Dini melalui Pendekatan Pembelajaran

Cognitive and motor development in early childhood through a holistic learning approach. We identified the positive impact of implementing experience-based and interactive learning methods on cognitive abilities, such as problem solving and children's creativity. Apart from that, this approach also shows improvements in children's motor development, such as eye-hand coordination and gross motor skills. The implications of these findings highlight the importance of using comprehensive learning strategies in supporting the overall growth of early childhood. Motor development is one aspect that must be considered in early childhood. Motor development is often used as a benchmark to prove that children are growing and developing well. Motor development is one aspect that must be considered in early childhood development. Motor development is often used as a benchmark to prove that children grow and develop well. Motor development is something that discusses coordinated physical movements so that in its development required a variety of appropriate stimulation for early childhood. This stimulation can be provided by parents, teachers, and the environment both at home and in the school environment by providing a supportive learning environment for early childhood motor development. Giving stimulation is an effort made by adults in providing facilities and optimal opportunities for optimal development. Providing a lot of time for children to do activities that support their motor development and proper supervision is one of the right efforts in supporting the development of motor physical early childhood.

Self-directed learning skills and motivation during distance learning in the COVID-19 pandemic (case study: The university of Jordan)

This study aimed to assess the effect of distance learning on students' self-directed learning skills and motivation during the lockdown period of the COVID–19 pandemic. The study relies on a quantitative methodology. The data were collected using an administrative online survey distributed to 427 respondents with different majors (BBA) enrolled in the learning skills and scientific research skills course (obligatory course) in the second semester of the academic year 2020/2021 at The University of Jordan. Regression analysis was used to analyze the proposed hypotheses. The results showed that the independent variable (Distance Learning) positively influenced students' motivation and self-directed learning skills. The recommendations based on the outcomes of this research are useful for educational specialists to develop learning environments about the effects of distance learning on students’ self-directed learning skills and motivation. In terms of limitations, the analysis was performed in one university only; therefore, attention must be paid when generalizing the results.

How to Care: Teaching from the Ethics of Care for More Equitable Learning Environments

Faculty typically care about students; we are fond of them, want them to succeed, and have their best interests in mind. But knowing how to develop learning environments that demonstrate care and respond to students’ unique needs is no small feat. While it might seem simple to express care, a general and undefined conception of care may cause problems, particularly for marginalized students. Taking our lead from Ethics of Care, this paper offers a normative framework to help faculty from various disciplines practice care in light of the social inequities that structure their students’ experiences.

Konsep Pendidikan Islam Menurut Imam Nawawi

Islamic education according to Imam Nawawi contains profound principles, including sincere intentions for the sake of Allah, good ethics, and avoiding spiritual diseases. A teacher must have pure intentions, teach without seeking worldly gains, and maintain integrity in teaching. This study aims to examine the concept of Islamic education according to Imam Nawawi. The research method employed is literature review. The study found that Imam Nawawi emphasizes the importance of integrity, sincere intentions, good ethics, and purity of heart for a teacher in carrying out their teaching duties. A teacher must have Sincere Teaching Intentions, Maintain Good Ethics, Avoid Spiritual Diseases, and Honor Knowledge and Prioritize Trust and Prayer. By adhering to these principles, a teacher can uphold the honor and quality of teaching, build healthy relationships with their students, and create a positive and conducive learning environment for the holistic development of students.

TEACHERS’ PERCEPTION OF 2013 CURRICULUM IMPLEMENTATION IN JUNIOR HIGH SCHOOL

The aim of this study was to examine English teachers’ perceptions and concerns about the implementation of the2013 curriculum in Junior high school in Indonesia. This study reports findings from interpretive case study design in a private junior high school in Medan region, Indonesia with 2 teachers. Data were generated using questionnaires, focus group interview, classroom observation and documentation. The research focus was on how the English teachers have implemented the 2013 curriculum. The findings indicate that the implementation of the curriculum was still problematic due to the teachers’ lack of knowledge of the 2013 curriculum and the teachers’ pile of work. In addition, one of the teachers was still confused with the implementation of the 2013 curriculum, to work with teenagers’ students, overcrowded classrooms, learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of junior high schools, teachers need to develop their professional knowledge through socialization and the in-service training. The government policy planners need to provide initial teacher education that suit junior high school contexts, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.

In-service teachers' TPACK development through an adaptive e-learning environment (ALE).

Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ technology in teaching. Despite the significance of adaptive learning environments in recent years, research has not addressed how to use these environments to improve the TPACK of in-service teachers, particularly during crises. Consequently, our objective was to design an adaptive learning environment that provides in-service math, science, and English teachers with substantial and continuing support for each TPACK component. A total of 173 in-service teachers were divided into two groups: an experimental group of 83 who used adaptive learning and a control group of 90 who used Zoom techniques. TPACK questionnaires were administered before and after the experiment. The experimental group improved TPACK more than the control group. All teachers believed that adaptive learning training helped them to build technology-integrated lesson plans. This study provides ideas and practices for developing an adaptive learning environment for the in-service teachers' TPACK development. The challenges to adaptive learning environments have been highlighted, identifying the potential for future investigations.

The Role and Impact of ICT in Improving the Quality of Education in Reference to NEP 2020

ICTs are making drastic changes in society. They are influencing all fields of life. Similarly, there is no doubt that ICT brings a enormous change in the field of education also. It makes teaching- learning process more effective and interesting. To know the impact of ICT in education we need to know two basic terms- ICT and education. The ICT is an umbrella that includes any communication device or application, encompassing, radio, television, cellular phones, computer, and network hardware and software, satellite system and so on, as well as the various services and applications associated with them, such as video conferencing and distance learning. Such technologies are used for educational purposes, namely to help and improve the learning of student and develop learning environments. ICT can be considered as a sub field of educational technology. The paper discusses the role and effect of ICTs, and how they can promote time ahead growth and development. In educational system, the inputs are teachers, students, classroom materials, equipment of teaching, methods of teaching and the outputs are quantity as well as quality of student learning result. The proper unification of ICT with teaching/ learning environment increases the chance of gaining education along with increased productivity. Information communication technologies are influencing all fields of life including education. They are promoting positive changes in working style, handling and exchanging of information, teaching- learning approaches . One area in which the impacts of ICT is significant, is education. ICTs are making major changes in the teaching approaches and the ways students are learning. ICT-based learning environment facilitates active, collaborative, creative, integrative, and evaluative learning as an advantage over the traditional method. In addition, the major advantages of ICTs use in education systems of developing countries focus on training teachers in new skills and introducing innovative pedagogies into the classrooms, investing on ICT infrastructure for schools and creating networks among educational institutes, improving overall standard of education by reducing the gap in quality of education between schools in urban and rural areas, initiation of smart school with objectives to foster self-paced, self-assessed, and self-directed learning through the applications of ICTs, and developing ICT policy for education and training.

Home learning environment and physical development impact children’s executive function development and literacy in rural Côte d’Ivoire

Previous research suggests executive functions mediate the effects of socioeconomic status (SES) on literacy. However, this research has primarily focused on high-income countries. Comparatively less is known about the mechanisms that link SES and literacy in low-and-middle-income countries, where childhood experiences of poverty are consistently linked to cognitive development through two sets of predictors: a child's physical development reflective of adequate nutrition and educational scaffolding at home (i.e. home learning environment). The influence of children’s physical development and home learning environment (i.e., family literacy, caregiver interactions) on executive functions and literacy was examined in 630 primary-school children (6–14 years) in rural Côte d'Ivoire. SES had an indirect effect on literacy, mediated by executive functions. The home learning environment and a child’s physical development showed distinct contributions to executive functions. The results suggest that improved home learning environments and supplemented nutrition could support executive function development and reduce the negative impact of socioeconomic disadvantage on literacy. • Poverty is linked to poor literacy outcomes in children in rural Côte d’Ivoire. • Executive functions (EF) mediate the link between SES and literacy. • Children’s home learning environments and physical development support EF. • Home learning environments and physical development show distinct contributions to EF.

A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions

ABSTRACT Traditional teacher professional development (PD) programs frequently lack sufficient face-to-face preparation time to adequately support the implementation of evidence-based pedagogical strategies in classrooms, with teachers citing insufficient preparedness and training time for new methods. To investigate potentials for online PD methods to effectively address these issues, while increasing sustainability, this study examined teachers in Title-I elementary schools spanning multiple school districts participating in a large-scale online PD certificate program preparing teachers over 10 instructional weeks to implement Next Generation Science Standards (NGSS) (S)cience, (T)echnology, (E)ngineering, (A)rts, (M)ath (STEAM) curricular instruction with goals of increasing teachers’ science content knowledge, self-efficacy to implement STEAM instruction, and STEAM teaching perceptions. Paired sample t-tests indicate teachers’ life science content knowledge, self-efficacy, and STEAM perceptions increased significantly after completing the online PD. Multiple regression analyses identified teachers’ science content knowledge and STEAM perceptions as statistically significant predictors of teachers’ self-efficacy to implement STEAM instructional strategies. Teachers’ posttest course evaluations were gleaned, highlighting three emergent themes: learning experience design, modality, and online teacher collaboration. Utilizing a mixed method approach, these qualitative insights corroborated the quantitative trends, describing how specific aspects of the pedagogical learning experience design (LXD) framework operationalized in the online course fostered a practitioner development learning environment, focused on supporting teachers’ learning needs. Results suggest practical design implications for sustainably increasing the efficacy of PD through online teacher training developed in conjunction with LXD models for iterative improvement and design of high-quality online instructional PD programs.

Comparative Analysis of Student’s Academic Performance in Online and Face to Face Teaching of Biochemistry at HITEC-IMS Taxila

Background: During Covid pandemic the teaching/learning shifted from face to face to online. All institutions around the world developed learning environment for the students to facilitate distant learning. Subsequently assessments also followed online. After opening of the institutions on campus learning and assessments were carried out as usual. Objective: To see the effectiveness of teaching methods (online versus on campus) and to suggest improvement in both methods of teaching. Study Design: Retrospective comparative study Place and Duration of Study: Hitec-IMS, Taxila Pakistan from 1st September 2021 to 29th February 2022. Methodology: One hundred and ninety six academic performances of students in both the methods of learning were enrolled. Using purposive sampling technique, the EOB results of online and on campus were analyzed. Results: The better performance of student in term of summative assessments during online learning. Conclusion: Students found online environment better for learning and performing during examinations. Keywords: HITEC-IMS (Hitec Institute of Medical Sciences), NUMS (National University of Medical Sciences), EOB (end of block)

Survey and 10-Day Diary Data on Infant Nutrition, Development, and Home Learning Environment during the COVID-19 Pandemic from the LEARN-COVID Pilot Study

The LEARN-COVID pilot study collected data on infants and their parents during the COVID-19 pandemic. Assessments took place between April and July 2021. Parents (<em>N</em> = 357) from Switzerland (predominantly), Germany, and Austria answered a baseline questionnaire on their behaviour related to the pandemic, social support, infant nutrition, and infant regulation. Subsequently, parents (<em>n</em> = 222) answered a 10-day evening diary on infant nutrition, infant regulation, parental mood, and parental soothing behaviour. Data and documentation are stored on Zenodo, <a href="https://doi.org/10.5281/zenodo.6946048" target="_blank">https://doi.org/10.5281/zenodo.6946048</a>. These data may be valuable to researchers interested in infant development and parenting during the pandemic as well as to researchers interested in daily variability in infant behaviour, parenting, and nutrition.