Different Groups Of Students Research Articles

Addressing the Sense of School Belonging Among All Students? A Systematic Literature Review

The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students’ individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education.

Differentiation in the Process of Learning English by Future Ship Engineers

Traditional methods of teaching English do not always allow us to consider the individual characteristics of future ship- engineers, their learning pace, cognitive styles and level of training, which can lead to the loss of motivation to learn and failure to master the material in full. The article substantiates the basic principles of differentiated learning (variability of tasks, frontal work, pair/group, and independent assignments). The research describes multi-level tasks for groups, considering different levels of English language proficiency. It is emphasized that differentiated learning contributes to the development of various skills important for ship's engineers, such as critical thinking, solving professional problems, high-level English for communication in an international crew, teamwork, etc. The author emphasizes the need to plan tasks for each stage of the lesson for groups with different knowledge bases and levels of training. It is important to anticipate possible difficulties that students may encounter in mastering the material and to use differentiated individual tasks in the classroom system. The advantages of differentiated learning are revealed: considering the individual characteristics of students, increasing motivation to learn. The disadvantages are also pointed out, since differentiated learning requires considerable effort and time from the teacher to plan classes, prepare various materials and tasks. Criteria for assessing the knowledge and skills of future specialists are proposed, since students of different groups perform different tasks and study according to different programs when learning maritime English. It is emphasized that the systematic use of different types of exercises for a particular group, taking into account the topic, stage of study and didactic goals, is optimal for improving the assimilation of knowledge of students

Student’s perception of sustainable university – on the example of Bialystok University of Technology

Measuring university sustainability is an important tool for assessing and monitoring progress towards more sustainable practices and outcomes at Higher Education Institutions (HEI). This article contributes to the development of research based on stakeholders theory in universities (Miller et al., 2014), taking into account the perception of the main group of university stakeholders, i.e. students, towards sustainable university. The research objective is to empirically verify perceptions and compare the level of implementation of the sustainable university concept among students of Bialystok University of Technology. In the theoretical part, a systematic literature review was conducted. The most frequent keywords related to the topic of sustainable university were also extracted as a part of the bibliometric analysis using the VOSviewer software. In the empirical part, descriptive statistics and difference tests (U-Man Whitney) were used to identify statistically significant differences between different groups of students in terms of perception of the sustainable university concept. In light of the research conducted, it can be concluded that Bialystok University of Technology is making efforts in various areas of sustainable development. However, there are specific areas where improvements can be made, such as enhancing awareness among students about the university's sustainable development strategy, promoting critical thinking, and addressing uncertainties about certain campus activities and management policies. In the article, a new scale was developed to examine students' perceptions of a sustainable university. It includes 30 items, is based on the areas of sustainable development of universities discussed in previous studies, and takes into account new criteria, in particular, those related to ESG factors.

Development and Implementation of a Safety Incident Report System for Health Care Discipline Students During Clinical Internships: Observational Study.

Patient safety is a fundamental aspect of health care practice across global health systems. Safe practices, which include incident reporting systems, have proven valuable in preventing the recurrence of safety incidents. However, the accessibility of this tool for health care discipline students is not consistent, limiting their acquisition of competencies. In addition, there is no tools to familiarize students with analyzing safety incidents. Gamification has emerged as an effective strategy in health care education. This study aims to develop an incident reporting system tailored to the specific needs of health care discipline students, named Safety Incident Report System for Students. Secondary objectives included studying the performance of different groups of students in the use of the platform and training them on the correct procedures for reporting. This was an observational study carried out in 3 phases. Phase 1 consisted of the development of the web-based platform and the incident registration form. For this purpose, systems already developed and in use in Spain were taken as a basis. During phase 2, a total of 223 students in medicine and nursing with clinical internships from universities in Argentina, Brazil, Colombia, Ecuador, and Spain received an introductory seminar and were given access to the platform. Phase 3 ran in parallel and involved evaluation and feedback of the reports received as well as the opportunity to submit the students' opinion on the process. Descriptive statistics were obtained to gain information about the incidents, and mean comparisons by groups were performed to analyze the scores obtained. The final form was divided into 9 sections and consisted of 48 questions that allowed for introducing data about the incident, its causes, and proposals for an improvement plan. The platform included a personal dashboard displaying submitted reports, average scores, progression, and score rankings. A total of 105 students participated, submitting 147 reports. Incidents were mainly reported in the hospital setting, with complications of care (87/346, 25.1%) and effects of medication or medical products (82/346, 23.7%) being predominant. The most repeated causes were related confusion, oversight, or distractions (49/147, 33.3%) and absence of process verification (44/147, 29.9%). Statistically significant differences were observed between the mean final scores received by country (P<.001) and sex (P=.006) but not by studies (P=.47). Overall, participants rated the experience of using the Safety Incident Report System for Students positively. This study presents an initial adaptation of reporting systems to suit the needs of students, introducing a guided and inspiring framework that has garnered positive acceptance among students. Through this endeavor, a pathway toward a safety culture within the faculty is established. A long-term follow-up would be desirable to check the real benefits of using the tool during education. Trial Registration: ClinicalTrials.gov NCT05350345; https://clinicaltrials.gov/study/NCT05350345.

Does chubby can get lower grades than skinny Sophie? Using an intersectional approach to uncover grading bias in German secondary schools.

We aim to uncover grading bias by gender, socio-economic status, ethnic/migration background as well as body weight in the German secondary school system. Following an intersectional approach, we test whether-controlling for ability-students receive different grades depending on (the specific combination of) ascriptive characteristics. Using data from the fourth starting cohort (SC4, 13.0.0, first survey in year 9 in 2010) of the National Educational Panel Study (NEPS) consisting of more than 14,000 ninth graders, we compute the predicted differences in grades for the different groups of students depending on whether they are a boy or a girl, whether they are obese/overweight or not, their socio-economic status (SES) and ethnic background. We rely on a grade equation approach, assuming that discrepancies between observed grades and achievement as measured in standardised tests are evidence of biased grading. We control for two different competence tests-the Domain General Cognitive Functions (DGCF) and a standardised domain-specific competence test-as objective measures of ability as well as secondary school track. Even after controlling for different personality and behavioural traits-the "big five", the Strengths and Difficulties Questionnaire (SDQ), the Sick, Control, One, Fat and Food (SCOFF), health satisfaction and class retention-substantial differentials in grading across almost all factors and subjects remain. To account for the fact that many students may face bias on multiple grounds, we then compare the differences in predicted grades for groups with overlapping (dis)advantaging characteristics (e.g. low SES overweight Turkish boy vs a high SES non-overweight majority girl), while controlling for the objective ability measures. Significant differentials in grades are found in almost all cases, with the largest effect sizes for the subject German. We also compute models including all 2-way or 4-way interactions between the four axes of inequality and find the main effects largely unchanged. On the whole our findings are indicative of widespread additive intersectional effects of gender, social and ethnic origin as well as body weight on grading bias.

Shaping Inclusive Learning: A Comparative Study Of UDL Engagement Pre- And Post-Pandemic In One Ontario College

The universal design for learning framework aims to remove barriers from the learning environment so that as many students as possible can fully participate in it. The COVID-19 pandemic has brought about additional challenges in higher education, but in many cases, it has also provided a unique opportunity to examine change. This study investigated students’ and faculty’s perceptions of how frequently various elements of universal design for learning were used in the classroom as well as how useful these elements were perceived to be for student learning. Different groups of students and faculty responded to an online survey pre-pandemic and then again approximately one year into the pandemic. The findings indicated consistently robust correlations between the pre-pandemic and pandemic periods. However, the pandemic initiated certain shifts, notably an uptick in faculty incorporating specific UDL elements, such as recording lectures. Additionally, students perceive a greater number of UDL elements as advantageous for their learning compared to the faculty perspective.

Features of building communication with international students using modern online media

This article explores the influence of online media on the process of adaptation of foreign students in educational institutions. The study was carried out in relation to the Peoples' Friendship University of Russia and some other universities of the Russian Federation that actively use international educational and academic exchange. The authors analyze the main barriers students face when transitioning to a new learning environment, such as cultural, linguistic and academic differences. The authors of the article discuss the role of online media in overcoming these barriers, emphasizing their importance in the process of exchanging information, developing communication skills in a foreign language, and creating trusting relationships. The contribution of online media to the integration of different cultures and traditions is considered, which contributes to the formation of cultural understanding, tolerance and respect for the diversity of worldviews in the educational environment. An analysis is made of how students use online resources to obtain additional information, develop relevant skills and deepen their knowledge, as well as an analysis of existing research on the topic of adaptation of foreign students and the role of online media in education. In addition, the article covers the following subtopics. Features of collecting data on the experience of foreign students and their use of online media. Conducting interviews with foreign students, teachers, and university administrations to obtain high-quality information about adaptation problems and the role of perception of Internet resources and their impact on the adaptation process. The novelty of this study lies in the following characteristics of the work performed. Focuses were made on a specific university or region. The specifics of different groups of students were taken into account. The analysis was carried out taking into account how online media is used by students from different countries, with different language levels, different specialties, etc. The influence of specific types of online media was studied: for example, social networks, educational platforms, chatbots, specialized applications for international students. The analysis of the influence of online media was explicit on various aspects of adaptation through such sections as academic performance, psychological well-being, social integration, cultural adaptation and others. The project ends with a presentation of recommendations developed by the authors of the article on the use of online media to increase the effectiveness of adaptation of foreign students in other countries or universities around the world.

Analysis of the university experience of undergraduate students of Education degrees

The evaluation of the university experience of students is an increasingly frequent field of analysis among the academic community, as they represent one of the most important groups in universities and it is essential to know their opinion and satisfaction with the different services and resources that the university institution makes available to them. In this sense, the two objectives of the study were the following: 1) To analyse the undergraduate university experience of the different groups of students (graduates, students, drop-outs). 2) To identify which aspects of the academic training received predict each of the student groups. To this end, a study was carried out specifically aimed at undergraduate education students at the University of Granada (Spain), distinguishing between graduates, students, and those who had dropped out of their studies. A total of 292 students participated (82 female and 210 male), of whom 123 were graduates, 98 were still students and 71 were drop-outs. After the application of three questionnaires, it was found that the three aforementioned groups of participants coincided in particularly valuing characteristic dimensions of the formal teaching-learning scenario in the university experience. In addition, the linear regression analysis carried out identified the personalised attention factor as having the highest predictive value as regards student type. Thus, the results of the study point to an assessment of academic training focused on the need on the part of all three groups of participants for teacher support and individualised guidance. The study may be useful in providing universities with new data to help improve the teaching performance of Education degree teaching staff concerning students; for example, by encouraging their participation in tutorial action programmes.

Connecting sustainability and computer science curricula through website learning projects embedding different types of student-generated content

Teaching and learning methods that are related to student-generated content (SGC) seem a promising strategy for including sustainable development goals (SDGs) in education (established as a fundamental cornerstone in the achievement of these goals by the United Nations). This paper describes the inclusion of SDGs through the implementation of website learning projects, whose products are SGC where materials developed by students can be made available to other students (from the same or different courses) in Project Management subjects of the Degree in Computer Science. The method has trialled at two different universities working in a coordinated way. A total of 301 students developed these projects with which they completed the content of the subject, in addition to achieving learning with respect to the SDGs, increasing their understanding of the impact of information and communication technologies on the SDGs, and their awareness of the related problems. We also found that more learning is perceived with information search and content generation activities than with those that focus on the use of materials produced by peers. Finally, it is observed that the method has similar results in different contexts and with different groups of students.

Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.

Performance of dental students, orthodontic residents, and orthodontists for classification of midpalatal suture maturation stages on cone-beam computed tomography scans – a preliminary study

BackgroundAssessment of midpalatal suture maturation on cone-beam computed tomography (CBCT) scans is performed by visual inspection and is therefore subjective. The extent to which the assessment of midpalatal suture maturation is affected by rater experience has not been adequately explored in the existing literature, thus limiting the availability of evidence-based findings. This study compared the outcomes of classification by dental students, orthodontic residents, and orthodontists.MethodsThree different groups of students, orthodontic residents, and orthodontists evaluated 10 randomly chosen CBCT scans regarding midpalatal suture maturation from a pool of 179 patients (98 female and 81 male patients) aged 8 – 40 years which were previously classified by evaluating CBCT scans. The pool was set as benchmark utilizing midpalatal suture maturation classification by one examiner (OsiriX Lite version 11.0; Pixmeo SARL, Bernex, Switzerland). For assessment of intra-rater reliability of the examiners of each group the randomly chosen subjects were reclassified for midpalatal suture maturation after a wash-out period of two weeks by using the same software. Statistical analysis was performed to evaluate intra- and interrater reliability of the three groups with differing experience level.ResultsGroupwise intra-rater reliability assessment between the classification and reclassification was weak for examiners with a low level of experience (k = 0.59). Orthodontists had highest degree of agreement with regard to benchmark classification with an inter-rater reliability to be considered as moderate (k = 0.68).ConclusionsAssessment of midpalatal suture maturation on CBCT scans appears to be a subjective process and is considerably related to the experience level of the examiner. A high level of clinical experience seems to be favorable but does not necessarily ensure accurate results.

Requirements and principles of designing online course for students with disabilities in the modern digital space of the university: theoretical analysis

Introduction. In the present, the issues of digitalization of education continue to form the agenda of leading international organizations (UN, UNESCO). It is recognized that the use of digital technologies makes it possible to diversify the means of involvement in the learning process, taking into account existing differences in individual educational needs. It was also noted that there is still a problem of the lack of clear guidelines for the implementation of technologies in practice, which determines the relevance of issues of the quality of digital content in terms of its accessibility, compliance with various educational needs, including those with disabilities. The purpose of this article is to identify the key requirements and principles for designing an online course for students with disabilities in the modern digital space of the university. Materials and methods. Methods of analysis, synthesis, extrapolation, and document analysis were used in the study. The systematic approach allowed us to formulate an important methodological principle of the relationship between the requirements and conditions put forward for the design of online courses for students of different groups with disabilities. To achieve this goal, we relied on the regulatory framework of the Russian Federation on the accessibility and quality of the digital educational environment for people with disabilities, data from the NAFI analytical center on the assessment of the level of digital competencies for the period from 2018 to 2022. As one of the examples, we relied on a study conducted among students and graduates with disabilities in a number of universities in the Sverdlovsk, Chelyabinsk and Kurgan regions. Results. Debatable issues in the light of the digitalization of the university still remain: the predominantly formal nature of the creation of digital environments, their demand in the educational space, taking into account the individual needs of target groups, etc. The research problem consists in explication of general approaches and requirements, principles of designing online courses for students with disabilities in the context of the development of the modern digital space of the university, which will allow creating (correcting) a universal constructor of such an educational resource that ensures the implementation of the educational route for students inclusively. The article shows that when designing an online course, the following conditions must be taken into account: technological, psychological and pedagogical, organizational and methodological. Of course, special attention should be paid to providing methodological requirements for the development of content by users with hearing and vision impairments. This should be reflected in the structure of the organization of educational content. It is necessary to take into account the psychological and pedagogical features of such a contingent of users. Conclusion. We believe that the immediate tasks in designing online courses for students with disabilities at the university, taking into account the digitalization of the educational space of the university, will be: conceptualization of the digital educational space of the university, taking into account the principles of universal design; regulatory and legal support of the process of integrating online resources into the educational environment of the university; methodological support and content filling.

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging.

Mainland universities have become one of the important choices for students from Hong Kong, Macao and Taiwan, but the maladaptation caused by environmental migration will have a negative impact on the mental health of them. Therefore, it is urgent to explore the psychological mechanism of sociocultural adaptation of Hong Kong, Macao and Taiwan students. In order to explore the influence of self-esteem on the sociocultural adaptation of college students of Hong Kong, Macao and Taiwan studying in mainland universities, as well as the mechanism of social support and school belonging, a survey was conducted among 1108 college students from Hong Kong, Macao and Taiwan studying in mainland universities, with the help of Rosenberg Self-Esteem Scale, Sociocultural Adaptation Scale, Perceptive Social Support Scale and The Psychological Sense of School belonging Scale. The results show that (1) Different grades of college students of Hong Kong, Macao and Taiwan have differences in school belonging and sociocultural adaptation (P<0.05); (2) Self-esteem, social support, school belonging and sociocultural adaptation were positively correlated (P < 0.01); (3) The mediation model test showed that self-esteem could directly and positively predict sociocultural adaptation with a direct effect size of 0.245; Social support and school belonging played a mediating role between self-esteem and sociocultural adaptation, and the mediating effect sizes were 0.094 and 0.085, respectively. The chain mediating effect of social support and school belonging was also significant, and the mediating effect size was 0.108. Self-esteem can not only directly affect college students' sociocultural adaptation, but also indirectly affect college students' sociocultural adaptation through the chain mediating effect of social support and school belonging. This study further reveals the mechanism of self-esteem on sociocultural adaptation and provides psychological basis for universities to improve the sociocultural adaptation level of different groups of students.

Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers (SI on Global Englishes and TESOL)

AbstractEnglish is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in five linguistically and socioculturally diverse HE settings in Colombia, Mexico, Iraq, Thailand, and Vietnam. The aims were to explore the roles and perceptions of English, TESOL, and other languages in policy and practice, (including multilingualism and Global Englishes) and how these related to processes of dis/empowerment and de/colonialization of HE. We sought to uncover the extent to which TESOL and English allowed or restricted access to opportunities of empowerment for different groups of students on their way to and through HE, and how English intersected with a range of dimensions of potential marginalization or privilege, particularly socioeconomic status, ethnicity, and rurality. We present findings from students through a questionnaire (n = 1820) and interviews with students, teachers, and administrators at each of the sites (n = 150).

A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education

Abstract The absence of language admission thresholds in many English medium instruction (EMI) university programmes has led to marked heterogeneity in students’ English proficiency upon entry. These students may face diverse challenges when listening to academic lectures, adopt different strategies to cope, and undergo varying trajectories in listening over time. To unpack such complexities, this study adopts a longitudinal mixed-methods design, comprising questionnaire responses from 412 freshmen and semi-structured interviews with 34 students at the beginning, halfway, and end of their first semester studying at an EMI university in China. Students were divided into high, medium, and low proficiency cohorts based on their listening placement test scores. Multilevel modelling analyses highlight that students entering with lower proficiency reported sharper reductions in listening challenges over time. Interview findings also reveal that these students engaged in more industrious self-regulated listening practice outside of the classroom than their highly proficient peers. Regardless of disparities in students’ proficiency, all students developed a higher tolerance towards ‘non-native’ teacher accents and shifted attitudes towards handling disciplinary terminology. The findings offer pedagogical implications for supporting different groups of students’ needs for successful transitions into English-medium tertiary education.

Seeing myself through the eyes of my peers: Explaining the self-concept of students with and without special educational needs through acceptance and friendship.

Paving the way towards inclusive education, it is essential to aim for positive social outcomes for all students, including cultivating a positive self-concept and fostering acceptance and friendships with peers. Although self-concept, acceptance and friendships are interrelated, research focussing on the relationship between these constructs remains limited. This study examined the self-concept, acceptance and friendships of two groups of typically developing students in secondary education (n = 401) and two groups of students in special secondary education with either an intellectual disability (ID) (n = 58) or social, emotional and behavioural difficulties (SEBD) (n = 68). Lower self-concept scores were found for students with ID on some dimensions, whereas typically developing students reported lower acceptance and friendship scores. Multilevel analyses indicated that acceptance is a predictor for several different dimensions of self-concept in the different groups of students, but friendship is less likely to predict self-concept scores. The results of the study emphasize the importance of promoting peer acceptance amongst all students in inclusive school settings in order to realize the intended positive social outcomes of inclusive education.

Student perspectives on the use of generative artificial intelligence technologies in higher education

The aim of this project was to understand student perspectives on generative artificial intelligence (GAI) technologies such as Chat generative Pre-Trained Transformer (ChatGPT), in order to inform changes to the University of Liverpool Academic Integrity code of practice. The survey for this study was created by a library student team and vetted through focus groups. A total of 2555 students participated in the survey. Results showed that only 7% of students who responded had not heard of any GAI technologies, whilst over half had used or considered using these for academic purposes. The majority of students (54.1%) were supportive or somewhat supportive of using tools such as Grammarly, but 70.4% were unsupportive or somewhat unsupportive towards students using tools such as ChatGPT to write their whole essay. Students who had higher levels of confidence in their academic writing were less likely to use or consider using them for academic purposes, and were also less likely to be supportive of other students using them. Most students (41.1%) also thought there should be a university wide policy on when these technologies are or are not appropriate to use. The results of this research suggest that students require clear policies on the use of GAI and that these technologies should not be banned from university, but consideration must be made to ensure different groups of students have equal access to the technologies.

INVESTIGATING EFL STUDENTS’ ONLINE ENGAGEMENT IN ZOOM MAIN ROOM AND BREAKOUT ROOMS

Zoom as one of the video conference applications facilitates synchronous online learning through its main room and breakout rooms features. This research aimed to compare students’ online engagement in Zoom main room and Breakout rooms. It also explored the extent to which group discussions could facilitate students' online engagement through Zoom Breakout rooms. Ninety-one EFL students participated in this mixed-method study. Quantitative data were collected using 24-item questionnaires addressed to two different groups of students: breakout room and main room students. Qualitative data were collected by interviewing six respondents from the breakout room group to explore their opinions regarding the breakout room’s effectiveness in promoting online engagement. The independent sample t-test towards the quantitative data revealed a significant difference between online engagement that occurred in the Breakout room compared to the Zoom main room (t=-4.922, df=89, p0.05). Further, it was found that Zoom breakout rooms were able to facilitate online engagement in the five engagement aspects, namely social, collaborative, behavioral, emotional, and cognitive engagement. These findings imply that Zoom Breakout rooms can be optimized to boost online engagement.

Promoting Sustainable Fish Consumption in Portuguese 4th-Grade Students

Consuming fish sustainably means consuming less and better, considering environmental, social, and economic impacts. This demands more knowledge to make informed decisions. In this study, the main goal was to understand how environmental sustainability education can be used as a tool to increase the knowledge and promote sustainable behaviour and consumption habits of 4th-grade students. The COVID-19 pandemic forced the use of two different learning methods, face-to-face and online learning, leading to two different groups of students, and we attempted to measure if the mode of implementing the activities affected the knowledge of the students. A sequential explanatory mixed methodology was applied with a pre-test/post-test design combined with focus group interviews. Between the pre- and post-tests, three activities modules were performed. The results showed that the students were unaware of many aspects related to sustainable fish consumption, but the developed activities significantly increased their knowledge of the subject and impacted students in terms of changing their consumption behaviours. It was also found that the construction of knowledge by the students after the activities was achieved either via face-to-face or online learning. Interviews from the focus group sessions showed that students got to know new fish species, learned about the concept of minimum landing size and closure season and that fish are labelled like other types of food.

Design of Customized Teaching Strategies Based on User Behavior Analysis in the Digital Transformation of Health Education

Abstract With the greater popularity of the Internet, on the one hand, online education platforms have flourished and education informatization has entered a new era, with massive learning behavior data generated by learners in different learning platforms. This paper constructs a portrait of student learning behavior based on the characteristics of their learning behavior in the health education class. Based on the clustering analysis method in the big data mining algorithm, the user’s behavioral characteristics are analyzed. On this basis, the algorithm is improved by using collaborative filtering personalized recommendation and introducing the LDA model, and a customized teaching model is constructed in the context of health education, and its application effect is explored. From the four dimensions of “course completion characteristics”, “teaching interaction characteristics”, “learning input characteristics,” and “learning achievement characteristics”, we analyzed different groups of students and investigated the effect of its application. “The behavioral characteristics of different groups of students were analyzed, and it was concluded that Group A and Group B performed better, but Group C accounted for a higher percentage of 24%. Finally, according to the collaborative filtering-based digital customized teaching on the students’ health education test scores for the pre and post-test, it was concluded that the average scores of the experimental subjects increased after the post-test. The mean scores for the third post-test were 4.27, 4.44, and 4.35, respectively. It can be concluded that the customized teaching model has a significant improvement in the students’ classroom teaching effectiveness.