Development Of Education Research Articles

Harnessing the potential of social media platforms for sustainable and inclusive learning among older adults in the digital era

ABSTRACT In the digital era, the potential of social media platforms for sustainable and inclusive learning among older adults is being increasingly recognized. However, the effective utilization in this demographic remains unexplored. This study explores the impact of social media software on the learning experiences of older adults in China, specifically through questionnaires and interviews conducted from January to April 2024, which investigate the experiences of 267 older adults engaging with social media for learning purposes. Focus groups were organized prior to and following a longitudinal intervention, where participants experimented with various learning tools on social media and documented their reflections weekly. The results show positive influences on older adults’ learning interests, motivations, and outcomes by providing a convenient and engaging learning environment. However, challenges such as information overload and technical difficulties exist. To enhance older adults’ learning experiences, social media software should be designed with their specific needs, offering clear interfaces, filtered content, and accessible help resources. Integration of e-learning into social media platforms further enhances opportunities for lifelong learning. This study contributes valuable insights for the development of geriatric education and social media software to better meet the learning needs of older adults in the digital age.

Dynamics of imbalanced higher education development: analysing factors and policy implications

ABSTRACT This study delves into factors contributing to the imbalanced development of higher education, which has led to the situation that despite higher education expansion, the universities’ contribution to society has only improved a little. The study aims to understand this paradox and its policy implications, particularly in a developing country context, through a case study of Iran. We adopted an interpretive research paradigm to explore participants’ experiences and perspectives, emphasising qualitative inquiry. Specifically, we applied a basic qualitative research approach, focusing on thematic data analysis to understand underlying meanings and patterns. We conducted semi-structured, in-depth interviews with 23 professionals from Iran's higher education system, including executive experts and academic scholars. The data were analysed using qualitative theme analysis with the thematic network approach. This study's findings reveal the intricate web of external and internal factors that can influence society's imbalanced higher education development. This research has various practical implications, which are crucial in balancing higher education development, including promoting long-term university development planning, nurturing academic creativity, and fostering a culture of learning and social commitment among academics. The findings of the study hold critical policy implications. By promoting national dialogues via universities, establishing accountability measures for policies set by political entities in higher education management, improving science and technology demands in the national economy, and advancing science and technology diplomacy, policymakers can enhance the positive impact of investing in higher education for society. This study shows, perhaps for the first time to some extent, why quantitative growth in universities may not lead to a higher quality of education and a more significant contribution of higher education to society's development.

Review of Ballinger, Fielding & Tedick (2024): Teacher Development for Content-Based Language Education: International Perspectives

Review of Ballinger, Fielding & Tedick (2024): Teacher Development for Content-Based Language Education: International Perspectives

Tips for Occupational Health Nurses on How to Ace Your Scholarship or Grant Application.

The American Association of Occupational Health Nurses (AAOHN) prioritizes research and professional development in occupational and environmental health nursing (OEHN) as part of its mission to promote workplace and community health and safety. The AAOHN Foundation plays a critical role in advancing this mission by administering grants and scholarships that empower occupational health nurses (OHNs) to pursue education, research, leadership roles, and professional development within the specialty. These opportunities help keep nurses in the workforce by offering a flexible career path through OEHN. This supports long-term careers and work-life balance, contributing to the stability and growth of the profession. Many resources and financial opportunities remain underutilized due to common barriers, such as lack of awareness about available grants, endowments and scholarships, uncertainty about the application process, and lack of confidence in navigating the process. This article addresses these challenges by providing OHNs with practical tools and best practices, including updates on available funding opportunities, grant-writing tips, approaches to build self-assurance, and strategies to navigate applications successfully. By fostering awareness of these resources and utilization of the AAOHN Foundation funding opportunities, OHNs can enhance workplace safety, promote public health, and drive innovation and growth within OEHN. Strengthening individual professional development as OHNs and healthcare providers, researchers, and leaders ultimately amplifies the collective impact of the OEHN community, ensuring its continuing evolution and meaningful contributions to the field.

A Study on the Current Situation, Challenges, and Countermeasures of Educational Cooperation and Exchange between China and Mongolia under the Background of the "Belt and Road" Initiative

The "Belt and Road" initiative has brought development and convenience to countries along its route, while also providing a platform and opportunities for educational cooperation and exchange between nations. The educational cooperation between China and Mongolia, benefiting from their natural geographical and historical advantages, has become even more accessible. This paper aims to explore new development paths for this cooperation and lay a foundation for the collaborative progress of education between the two countries. The research primarily adopts a literature review method, supplemented by logical analysis, to summarize and clarify the forms and characteristics of current educational cooperation between China and Mongolia. The study identifies several challenges in further cooperation, including language barriers, differences in understanding, cooperation models, and educational resource disparities. However, it suggests that these challenges can be addressed through measures such as strengthening language training, sharing educational resources, and deepening cooperative mechanisms. By enhancing and promoting deeper educational cooperation between China and Mongolia, leveraging each other's strengths, and fostering mutual learning, both countries' educational development can be steadily advanced. This will contribute to the continuous flow of talent between China and Mongolia and provide a reference for future educational cooperation and exchange between the two nations.

Education for Sustainable Development (ESD) in Basic Education from a Maker Perspective: A Case Study in a Public School in the Municipality of Sombrio/SC

Education for Sustainable Development (ESD) in Basic Education from a Maker Perspective: A Case Study in a Public School in the Municipality of Sombrio/SC

District Gifted Education Coordinator Preparation and Development: Establishing Training Pathways that Equip for Excellence and Strong Equity

Central office coordinators of advanced academics and gifted education programs—otherwise known as district gifted education coordinators (DGECs)—play an important role in closing excellence gaps, promoting achievement for all learners, and ensuring equity in gifted education programs and advanced courses. Training and preparation programs for educational leaders tend to focus on the skills needed for the principalship or superintendency, overlooking the needs of those who play vital roles in middle-management in school systems across the United States, such as DGECs. In this article, we propose a model for training DGECs that considers the distinct responsibilities required for the position of DGEC and a grounding in strong equity, so that DGECs can be better leveraged as change agents for equity in their districts.

Effects of Constituency Allowances on Tertiary Education (NCE Programmes) Development in North-Central Nigeria

Effects of Constituency Allowances on Tertiary Education (NCE Programmes) Development in North-Central Nigeria

Educating Character Through Quality Physical Education: A Pedagogical Model

ABSTRACT This paper introduces Games-based Character Pedagogy (GBCP), a pedagogical model designed to integrate character education into Quality Physical Education (QPE). It explores the role of character development in education and how it can inform UNESCO’s reform agenda for QPE. Building on the Teaching Games for Understanding (TGfU) model, GBCP emphasizes character-based learning outcomes, such as respect, responsibility, and perseverance, alongside traditional games-based outcomes. The model proposes specific adjustments to TGfU, focusing on the intentional development of virtues through gameplay, aiming to position physical education as a key contributor to holistic student growth.

Evolution of digital competence development for mathematics educators in technical universities: a contemporary framework

The continuing digital transformation of higher education necessitates the ongoing development of educators' digital competencies, particularly in mathematics education within technical universities. This paper revisits and modernizes the conceptual framework for digital competence development among mathematics educators in light of recent technological advances and the accelerated digitalization prompted by global educational disruptions. Building upon previous work, we present an updated model of digital competence that incorporates contemporary frameworks such as DigCompEdu and the latest UNESCO ICT Competency Framework. The paper analyzes the evolving technological landscape in mathematics education, including the integration of cloud-based tools, artificial intelligence, and immersive technologies. Additionally, we propose a revised curriculum for professional development that addresses current needs and emerging trends. The multilevel competency development model presented accounts for varied starting points in digital literacy and provides a pathway for sustainable professional growth. Recommendations are provided to support the digital transformation of mathematics education in technical universities, with connections to broader educational quality goals.

On the place of educational theory in the professional development of clinical educators

On the place of educational theory in the professional development of clinical educators

Children's Enlightenment Music Education Based on Digital Technology

ABSTRACTBackgroundThis paper represents an empirical study that examines the impact of specific teaching methods on the effectiveness of preschool music education.ObjectivesThe current study seeks to determine whether the integration of digital technology improves the music learning outcomes of preschoolers.MethodsThe author compared the learning outcomes of junior (3–4 years) and senior (5–6 years) preschoolers and established the most effective teaching methods. The sample consisted of 90 children who attended a children's music education centre in Shanghai. The study used the observation method as well as specially developed criteria for assessing three main aspects of children's development: musical knowledge, emotional involvement, and creativity.Results and ConclusionsThe findings of the study can be applied to preschool education settings, providing a basis for curriculum and educational policy development.

Opportunities to strengthen community development teaching in undergraduate social work programmes: an international curriculum comparative case study analysis

ABSTRACT This study is a comparative case study analysis between Otago University, Aotearoa New Zealand, and Queens University Belfast, Northern Ireland to evaluate the prevalence of community development concepts, theories, and approaches in the final two years of a qualifying undergraduate social work degree. Drawing upon literature, research insights, and practice experience, a comprehensive list of terms explicitly associated with community development, both internationally and in the local context, was established collectively by the team. Employing a framework method a matrix was developed to accurately capture information in a format that could be easily compared between case studies. Such an approach ensured that content in community development specialist modules could be captured, as well as occurrences of community development content woven into other modules in the degree could be identified. This paper aims to shine a light on opportunities for strengthening the links between community development and social work in higher education and promote innovative approaches in social work qualifying training.

THE INFLUENCE OF DELEGATIVE LEADERSHIP AND TEACHER PERFORMANCE ON STUDENT ACHIEVEMENT THROUGH THE MERDEKA BELAJAR POLICY IN JEMBER ELEMENTARY SCHOOLS

This study investigates the influence of delegative leadership and teacher performance on student achievement in the context of Jember Regency's elementary schools, with the Merdeka Belajar (Freedom to Learn) policy as a mediating variable. Utilizing a quantitative approach, data were collected from 289 schools using questionnaires and analyzed through Partial Least Squares (PLS) with WarpPLS software. The findings reveal significant direct effects of delegative leadership and teacher performance on both the implementation of the Merdeka Belajar policy and student achievement. Furthermore, the Merdeka Belajar policy mediates the relationships between delegative leadership, teacher performance, and student achievement. This research integrates the Expectancy-Value Theory and Multi-Level Perspective framework, providing a novel understanding of the dynamics between leadership, teacher performance, policy implementation, and educational outcomes. The results emphasize the critical role of leadership empowerment, teacher development, and effective policy implementation in improving educational quality and student outcomes. These insights offer valuable implications for future educational strategies and policy development in Indonesia.

CROSS-SECTIONAL STUDY ON PALLIATIVE CARE KNOWLEDGE AND ATTITUDES TOWARDS END-OF-LIFE CARE AMONG NURSES IN ACUTE MEDICAL AND CRITICAL WARD

Background: Palliative care aims to relieve suffering and improve the quality of life for patients with serious illnesses through a holistic, multidisciplinary approach. Nurses play a pivotal role in delivering end-of-life care, yet their knowledge and attitudes significantly impact the effectiveness of these services. Despite the growing need for palliative care worldwide, disparities in training and exposure remain a concern, particularly in acute medical and critical care settings. Understanding nurses' perspectives can help address educational gaps and enhance palliative care delivery. Objective: This study aimed to assess the knowledge and attitudes of nurses toward palliative care in acute medical and critical care settings and examine the association between demographic characteristics and their perceptions. Methods: A cross-sectional study was conducted in three major public hospitals in Khyber Pakhtunkhwa, Pakistan, from August 2023 to November 2024. A sample of 236 nurses was selected using Slovin’s formula. Data collection was performed using the Palliative Care Quiz for Nursing (PCQN) to assess knowledge and the Ferrell and McCaffery (2008) scale to evaluate attitudes. The PCQN scores ranged from 0 to 20, categorizing knowledge into low (0-6), moderate (7-13), and high (14-20) levels. Attitudes were classified into negative (32-72) and positive (73-128) perceptions. Descriptive and inferential statistics, including the Chi-Square test, were applied using SPSS to examine associations between demographic variables and study outcomes. Results: Among nurses, 29.66% (70) had low knowledge, 44.91% (106) demonstrated moderate knowledge, and 25.43% (60) exhibited high knowledge. Attitude analysis showed that 62.9% (141) of nurses had a positive perception, while 37.1% (83) had a negative attitude toward palliative care. The mean perception score was 65.17, placing the majority in the “satisfied” category. Statistically significant associations were found between attitude and marital status (p = 0.027), educational level (p = 0.002), workplace (p < 0.001), and job position (p = 0.002). Knowledge was significantly influenced by educational level (p = 0.005), workplace (p < 0.001), and job position (p = 0.002), whereas gender, prior palliative care experience, and exposure to terminally ill patients showed no significant impact. Conclusion: Nurses demonstrated a generally positive attitude toward palliative care, yet knowledge gaps persisted, particularly among those with lower education levels and less exposure to structured training. The findings emphasize the need for standardized palliative care education and ongoing professional development to improve competency in end-of-life care. Strengthening institutional policies and integrating palliative care into nursing curricula will enhance patient-centered care and improve overall healthcare delivery.

Research on the Factors that Influence Environmental Education in Wetland Parks on Tourists’ Carbon Offsetting Behavior based on Grounded Theory

In view of the “Dual Carbon Target”, it is necessary to clarify the influence mechanism of environmental education in wetland parks on tourists’ carbon offsetting behavior to better promote the construction of environmental education in wetland parks, reduce emissions, increase sinks, and realize the purpose of protecting the ecological environment. Based on the S-O-R analysis framework, this paper takes OCT National Wetland Park as the research site and uses the grounded theory to analyze the transcribed transcripts of semi-structured interviews conducted by 16 tourists to build a mechanism model of the impact of environmental education in wetland parks on tourists’ carbon offsetting behavior. It is found that the mechanism of influence of wetland park environmental education on tourists’ carbon offsetting behavior can be divided into two stages: In the first stage, under the stimulation of wetland park environmental education, tourists’ environmental restorative perception, environmental education perception, and environmental protection emotion are stimulated, and the awareness of carbon offsetting is awakened; in the second stage, after the awakening of the awareness of carbon offsetting, the tourists implemented the carbon offsetting behavior under the promotion of social norms. This paper uses the model to explain the internal logic of environmental education and tourists’ carbon offsetting behavior and provides suggestions for the construction of wetland parks and the development of environmental education.

Research on Safety Issues and Countermeasures of Outdoor Games in Rural Kindergartens

Safety is the prerequisite and guarantee for children's happy and healthy growth through play. Today, with the development of high-quality preschool education, rural kindergartens still have problems with insufficient teacher ability, insufficient knowledge, single safety education forms, and lack of post game evaluation in outdoor game safety. In addition, there are also problems with single safety training forms, weak children's safety awareness, lack of self rescue ability, lack of safety management and education with other departments, and outdated large equipment. Based on the above problems, the author proposes the following suggestions: (1) Establish the concept of "child centeredness": 1. Teachers should improve their own literacy and master the correct educational concept; 2. Provide timely and targeted guidance for children's games, and carry out post evaluation work effectively; 3. Adopt diverse and safe teaching methods based on the age characteristics of children; 4. Enhance children's safety awareness and abilities (II) and establish a multi-faceted cooperation mechanism for education. 1. The government invests funds and manpower, and provides professional personnel to guide and repair; 2. Collaborative education between home and school, promoting deep cooperation between home and school; 3. Strengthen teacher training and establish a sound game safety system

ISPOT: Creation and Implementation of a National Peer Observation and Feedback Program.

Peer observation and feedback (POF) enables clinicians to observe one another and learn concrete strategies for improvement. In a 2019 national study, pediatric hospitalists endorsed a desire for POF. We describe a national POF faculty development program designed to formalize, standardize, and normalize POF in pediatric hospital medicine (PHM), along with lessons learned. Participants and site leads were recruited via the American Academy of Pediatrics Section on Hospital Medicine listserv and offered maintenance of certification (MOC) part 4 credit. Participants submitted a self-assessment with personal goals and attended webinars during which education was provided and data reviewed. Participants completed at least 2 observations in a calendar year. Site leaders collected data and implemented interventions to increase POF events. Baseline and quarterly data were collected for 12months and subsequently 6months post implementation. Data presented include site characteristics, facilitators of project completion, and outcomes. POF events increased by 149% from the overall baseline and improvement was sustained by 6 sites. Twenty of 21 sites achieved one Specific/Measurable/Achievable/Relevant/Time Bound aim. Self-reported confidence in delivering feedback and measures of peer connection improved significantly. Seventy-four percent of enrollees completed the program and 92% recommended ongoing participation. One hundred percent of site leads responding to a postprogram survey were satisfied with the program. A national MOC program for faculty development through POF provided incentives and infrastructure to increase POF across diverse institutions. This program serves as a model for other national collaboratives in education and faculty development initiatives.

Teacher Recruitment: a Bibliometric Analysis and Visualization of Emerging Trends, Challenges and Applications

This study aims to analyze research trends on teacher recruitment through a bibliometric study and explore how Indonesian researchers contribute to the Scopus database from 2013 to 2023. The sample consisted of 287 documents. The results showed that scientific publications on teacher recruitment have increased. The United States contributed 125 documents, while the institution that contributed the most articles was the UCL Institute of Education from the UK. Visualization of research trends using the VOS Viewer application resulted in 7 main clusters: (1) Teacher recruitment related to teacher retention, education policy, and teacher preparation (2) Teacher recruitment related to teacher education, retention, teacher quality, and teacher development, (3) Teacher recruitment related to a teacher shortage, (4) Teacher recruitment related to teacher training (5) Teacher recruitment related to career choice, (6) Teacher recruitment related to teaching, education, curriculum, (7) Teacher recruitment related to motivation, teacher colleges, students and professional development. The findings of this study can help researchers on the topic of teacher recruitment globally and recommend further research on teacher recruitment.

Coaching in residency training programs: moving toward learner-centered education in anesthesiology.

The review provides a comprehensive analysis of coaching within residency training programs, with a focus on examining foundational theoretical frameworks, exploring implementation strategies, and evaluating the impacts on learner competencies and overall well-being. The analysis aims to bridge gaps in the current lack of anesthesiology coaching literature and provide evidence-based insights to optimize the role of coaching in medical education and professional development. Coaching programs emphasize learner-centered education and the facilitation of professional growth. This review examines various coaching models, including communication-focused coaching, near-peer coaching, and the PRACTICE framework. The successful implantation of these models requires tailoring to the learner group to mitigate challenges and optimize acquisition of competencies, such as enhanced technical proficiency and communication skills. Evidence from coaching programs in nonanesthesiology specialties highlights their adaptability and potential applicability to the training of anesthesiology residents. Coaching programs in medical education show promise for adaption to anesthesiology, addressing its unique demands. Tailored approaches can improve technical skills, communication, and resident well-being. Embedding coaching within competency-based frameworks, tied to milestones and entrustable professional activities supports professional development and educational goals. Successful implantation depends on faculty training, interdepartmental collaboration, and ongoing evaluation, ensuring that coaching programs enhance resident performance and ultimately improve patient outcomes.