Dimensions Of Education Research Articles

Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms

ABSTRACT Previous studies on achievement goals have rarely comprehensively discussed specific instructional dimensions of classroom goal structure. This study examined the relationships between different instructional dimensions of classroom goal structure and achievement goals among 833 eighth-grade students in a Chinese reading classroom context. The descriptive statistics indicated that students adopted high levels of trichotomous achievement goals and simultaneously perceived a high mastery-oriented goal structure and high task and autonomy/time dimensions of a performance-oriented goal structure. The results of structural equation modelling and the multiple-indicator and multiple-cause model showed that after controlling for school background variables, the task and recognition/evaluation dimensions of the mastery-oriented goal structure had significantly positive relationships with students’ mastery goals, and the recognition/evaluation dimension of the performance-oriented goal structure had significant and positive relationships with students’ performance goals. The findings indicate the necessity of examining the instructional dimensions of classroom goal structures in specific subjects and cultural backgrounds.

Understanding Left-Behind Places in a Contrastive Approach

Abstract How are left-behind places in a country compared to other types of places in an Eastern European country? A typology of local human development is designed and tested for the case of the Romanian society. The United Nations model of human development (structured by the three dimensions of education, economic development and health) is adapted to the local level and two contrasting measures are designed – an index and a typology of local human development. The typology resulted from a cluster analysis. It is validated by bi-variate and multivariate analysis (multinomial regression). High emigration rates, irrespective of the destination, do not bring lower development to the local origin in Romania: the destination of migration counts. There is a higher probability, in 2018, of left-behindness in localities with a higher number of emigrants to Italy in the years preceding 2011. Human development is highly differentiated by destination countries of emigration and by historical subregions. It is especially for such contexts that the quantitative approach could be misleading. Public policy targets could be better identified if qualitative and quantitative approaches are simultaneously used. The proposed approach could be adopted by keeping the same dimensions and measuring them by available and appropriate indicators.

Researching creativity in second language acquisition. Ashleigh Pipes, (2023). Routledge, New York and Oxon, 164 pages. ISBN: 9781003049951. (e-book)

In the field of Second Language Acquisition (SLA), studies on individual differences, such as anxiety, motivation, and aptitude, have come to the core of saturation. However, research on creativity, a fundamental dimension of effective language teaching (Derahkshan, Greenier，& Fathi，2022), is relatively deficient and deserves more attention as a result of the increasing demand for communicative and task-based approaches in modern language teaching. (p.63) Considering such a lacuna, Researching Creativity in Second Language Acquisition is especially timely monograph to fill the gap.

USE OF LEARNING APPS IN TEACHING ENGLISH AT UNIVERSITIES

This paper demonstrates the results of the study on using mobile learning apps for teaching English at Kazakhstan universities. Use of learning apps is considered to be an important factor in keeping young people interested in learning. Moreover, learners take this opportunity to use the mobile apps to learn the language skills and focus more on learning them both inside and outside the classroom. Use of learning apps has added new dimensions in teaching and learning English. They opened new potential for students and increased their level of language preparation and formation of language skills. Through learning apps, a personality-oriented approach to learning is implemented, individualization and differentiation of learning is provided taking into account the abilities of students.

Radial blended-collaboration in doctoral education: Insights from an Indonesian higher education institute

This study explored how doctoral educators apply a radial blended collaborative (RBC) strategy to teach EFL speaking. This study used a narrative case study design and a qualitative approach. In doing so, teachers employed eight RBCs' strategies: raising collaboration awareness, forming groups based on 21st-century skills, using controlled-chosen topics and theme-based prior knowledge, employing snowball questioning techniques, engaging in role-play in different contexts, conducting peer evaluations, and providing oral and written feedback. This study found that technology integration, such as WhatsApp, Zoom Meeting, Google Classroom, and electronic mail, enhanced the learning experience, whereas pooling WhatsApp messages was used to direct the chosen discussion topics. The results demonstrated that RBC significantly improved students' speaking performance across four instructional dimensions: collaborative awareness, active learning, classroom interaction, and technological integration. Future research should aim to enhance spoken communication by integrating technology in assessments and fostering collaborative learning environments.

A Systematic Review of Paradigm Approaches to Research and Modelling of Educational Ecosystems

This paper presents the results of a qualitative study based on a systematic scoping review that aimed to identify and analyse approaches to explore and model ecosystem dimensions of education. Seventy-six publications indexed in the Scopus database from the period 1999-2024 were selected and analysed. The results demonstrate that the study of educational ecosystems is based on mixed paradigm approaches combining constructivist and connectivist principles and constructs, and their modelling integrates two sets of characteristics - structural and value-functional - in a leading way. Structurally, the underlying ecosystem centres on school and higher education, lifelong learning and business-oriented learning. In value-functional terms, the guiding priorities are digitalisation, inclusion, good governance, innovation and sustainability.

Implementation of Ethnopedagogy Through Tabak Educative Traditional Games for Multicultural Value Reinforcement

This study explores the use of traditional Tabak games to reinforce multicultural values in Public Elementary School 14, Pontianak City. Utilizing a survey method, the research involved the Pontianak community, teachers, and students from the school. Data collection methods included participant observation, comprehensive interviews, and documentation, with data analysis conducted through an interactive approach. The findings reveal that students favor thematic lessons, particularly history education, when taught using traditional Tabak games. This is evidenced by 90.71 percent of students responding positively to questions about this learning method. The traditional Tabak games embody values such as democracy, education, social skills, personality, courage, unity, and morals. Additionally, the implementation of learning based on local wisdom through traditional educational Tabak games showed an 86.79 percent effectiveness in strengthening multicultural values. This approach provides teachers with an alternative method for creating imaginative and enjoyable educational activities suitable for elementary students. It introduces multicultural values through five dimensions of multicultural education: content integration, knowledge construction, prejudice reduction, and the empowerment of school culture and social structures.

A bibliometric analysis of shadow education in Asia: Private supplementary tutoring and its implications

This study examines shadow education research in Asia using bibliometric indicators and Scopus data. It uncovers this field’s leading scholars, scientific origins, and progression through various analyses, including co-citation, bibliographic coupling, co-authorship, and co-occurrence. H-classics publications are also reviewed to highlight impactful contributions. Mark Bray was identified as a key figure, and China, Hong Kong, and South Korea emerged as leading contributors, forming collaborative networks. Network analysis reveals thematic clusters aligning with diverse dimensions of shadow education, including economic, sociological, political, linguistic, and psychological aspects. The main themes in the corpus include the tangible benefits of private supplementary tutoring (PT) in achieving high scores during critical educational transitions, the impact of PT on the dynamics of mainstream schooling as demonstrated by the behaviour of some tutees and teachers, and the role of PT in exacerbating educational and social inequalities in Asia. Concerns about corruption in tutoring practices are also noted. This study depicts the multifaceted nature of shadow education, emphasising the importance of considering the soft benefits of PT and enhancing the quality of teaching in mainstream schooling, as well as implementing effective PT regulatory measures.

Learning biodiversity care in everyday life: teacher education in contrasting biocultural contexts

Earth’s biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to ensure inclusive and equitable quality education pertinent to local communities. Conducted across three diverse Education Faculties in Chile, qualitative methods such as questionnaires, syllabi analysis, and interviews were employed. Findings reveal that preservice teachers primarily acquire biodiversity knowledge through natural sciences courses, albeit with variations across Faculties. The study highlights the importance of situated perception in connecting biodiversity education to the everyday experiences of preservice teachers. It also underscores the ethical and political dimensions of biodiversity education, including participation, interdependence, social commitment, and integration into daily life. Recommendations include fostering collective responsibility, contextualizing teaching methods, incorporating hands-on projects, and modeling responsible biodiversity stewardship in teacher education.

Identifying the Factors Affecting e -learning by Synthesis of Research from Databases of (1389 to 1402 SH) and (2010 to 2023 AD)

Introduction: Given the importance of empathy in caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Electronic education is a type of educational program that stems from the impact of technology, utilized to facilitate the learning process. Its purpose is to use this educational technology and its effects on the learning process, and the present research seeks the main factors affecting electronic education. Method: The method of this research is qualitative and synthesis research, the statistical population, numerous types of research that have been conducted in domestic and foreign articles in the period(1389-1402 SH) and (2010-2023 AD), and analyzed the 6-step model of Roberts' research synthesis was used and in the data reliability check from the provided framework, four criteria; believability, transferability, reliability, and confirmability were used. Results: The findings in this research showed that the effective dimensions in electronic education include technology-oriented, need-oriented, learning-oriented, communication-oriented, program-oriented, obstacle-oriented, motivation-oriented, and development-oriented dimensions, respectively. Conclusion: In this study, we found that given that e-education is used in all sciences, this research is a suitable model for learners.

Comparative didactics: Toward a generic model for analyzing content-specific dimensions of teaching quality

Since the 2000s, the Joint Action framework in Didactics (JAD) has been developed in the context of the expansion of the French-speaking research in Comparative didactics. Studies carried out with this framework typically investigate how knowledge content develop in teacher-student classroom interactions. From a quite different perspective, classroom research on teaching quality has also developed considerably in recent years. Despite the many efforts to better understand relations between generic versus subject-specific dimensions of teaching, this dichotomy remains strong in the debates on teaching quality. This contribution explores a comparative model for characterizing the quality of teaching practices from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Based on the comparison of teaching and learning practices in two school subjects—physics and contemporary dance—this paper pursues a twofold objective: (1) proposing a provisional set of generic criteria for capturing content-specific dimensions of teaching quality; and (2) highlighting certain methodological conditions for ensuring qualitative analyses of these dimensions of teaching quality.

La educación virtual durante la pandemia de COVID-19 y su impacto en la salud mental de estudiantes de medicina humana de una universidad de Chiclayo, Perú

Objective: Determine the perception of virtual education and its relationship with the mental health of human medicine students at a university in Chiclayo, Peru, during the COVID-19 health emergency. Methods: Observational, cross-sectional analytical study in a probabilistic sample of 104 students. Two questionnaires were applied: one measured virtual education from 12 valid and reliable items (α=0.98), and the other a self-report questionnaire (SQR) that measured mental health from 28 items and high reliability (α= 0.90). Results: The sample was characterized by an average age of 23.9 years and a predominance of women (61.5%). The perception of virtual education was bad in 35.6%, regular in 34.6% and good in 29.8%; Likewise, 44.2% presented high risk and 55.8% without mental health risk. An inverse correlation was observed between the “skills” dimension of virtual education with mental health risk (p=0.048, Rho= -0.27); but not with the general perception of virtual education. Conclusions: More than half of the students perceived virtual education as bad or average, which was not related to the greater mental health risk in them.

Retraction of published article due to the author's proposal

The editorial board of Educational Dimension, announces the formal retraction of the following article: Lavrentieva, O.O., Rybalko, L.M., Tsys, O.O. and Uchitel, A.D., 2019. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. Educational Dimension, 1, pp.27–59. Available from: https://doi.org/10.31812/educdim.v53i1.3831

Reconstructing Indian History through Virtual Reality: New Dimensions of Experience and Education

The aim of this research paper is to examine the possibilities and benefits of reconstructing Indian history through Virtual Reality (VR). VR technology can not only help bring history to life but can also play a vital role in providing it new dimensions of teaching and experience. This research analyses the various uses of VR, its impacts, and its potential contribution to the study and preservation of Indian history. Abstract in Hindi Language: इस शोध पत्र का उद्देश्य वर्चुअल रियलिटी (वीआर) के माध्यम से भारतीय इतिहास का पुनर्निर्माण करने की संभावनाओं और लाभों की जांच करना है। वीआर तकनीक न केवल इतिहास को जीवंत बनाने में मदद कर सकती है, बल्कि इसे शिक्षण और अनुभव के नए आयाम प्रदान करने में भी महत्वपूर्ण भूमिका निभा सकती है। इस शोध में वीआर के विभिन्न उपयोगों, इसके प्रभावों, और भारतीय इतिहास के अध्ययन और संरक्षण में इसके संभावित योगदान का विश्लेषण किया गया है। Keywords: वर्चुअल रियलिटी, भारतीय इतिहास, पुनर्निर्माण, अनुभवात्मक शिक्षा, संरक्षण, पर्यटन, शोध

Why and how we should talk about pedagogical tact

ABSTRACT Our contribution argues for some differentiations in the recurring debates about pedagogical tact. To this end, we will proceed in three steps. First we will refer to classical aspects of pedagogical tact such as its intermediate function between general conceptions and the specifics of concrete pedagogical situations. In a second step we will refer to Plessner and highlight that underlying the pedagogical dimensions of tact there are social dimensions of tactful behavior. Thirdly, we further develop this aspect by asking about the current social framings of tact in pedagogical fields. Our argument is that the contextualizing of tact is relevant in two ways: First, it can prevent us from placing overly high expectations on individual action. Second, it directs our attention to the fact that tact also manifests itself in how we deal with the social framing of pedagogical arrangements and not just in the actions within these arrangements.

ENGLISH LANGUAGE TEACHING (ESL): A PERSPECTIVE OF THE COMMON BASE OF THE BRAZILIAN CURRICULUM

This article investigates the alignment of ESL teaching within the scope of the Brazilian Common Curricular Base (BNCC). With English proficiency becoming increasingly vital for academic, professional, and global communication purposes, BNCC emphasizes the importance of English language teaching in Brazil. Through a comprehensive examination of challenges, pedagogical strategies, and implications for policy and practice, this study aims to contribute to the discourse on improving English language teaching in Brazil. Drawing on literature, empirical research, and practical insights, the article provides practical recommendations for optimizing ESL teaching and learning in the Brazilian educational setting. By addressing the multifaceted dimensions of ESL teaching, the study offers guidance to stakeholders invested in improving English language proficiency among Brazilian students.

AI rising in higher education: opportunities, risks and limitations

PurposeThe aim of this paper is twofold: to explore the significance and implications of the rise of AI technology for the field of tertiary education in general and, in particular, to answer the question of whether teachers can be replaced by intelligent AI systems such as androids, what that requires in terms of human capabilities and what that might mean for teaching and learning in higher education.Design/methodology/approachGiven the interdisciplinary nature of this conceptual paper, a literature review serves as a methodological tool to access data pertaining to the research question posed in the paper.FindingsThis exploratory paper gathers a range of evidence from the philosophy of mind (the mind-body problem), Kahneman’s (2011) System 1 and System 2 models of the mind, Gödel’s (1951) Two Incompleteness Theorems, Polanyi’s (1958, 1966) theory of tacit knowing and Searle’s (1980) Chinese Room thought experiment to the effect that no AI system can ever fully replace a human being because no machine can replicate the human mind and its capacity for intelligence, consciousness and highly developed social skills such as empathy and cooperation.Practical implicationsAI is rising, but there are inherent limits to what machines can achieve when compared to human capabilities. An android can at most attain “weak AI”, that is, it can be smart but lack awareness or empathy. Therefore, an analysis of good teaching at the tertiary level shows that learning, knowledge and understanding go far beyond any quantitative processing that an AI machine does so well, helping us to appreciate the qualitative dimension of education and knowledge acquisition. ChatGPT is robotic, being AI-generated, but human beings thrive on the human-to-human interface – that is, human relationships and meaningful connections – and that is where the true qualitative value of educational attainment will be gauged.Social implicationsThis paper has provided evidence that human beings are irreplaceable due to our unique strengths as meaning-makers and relationship-builders, our capacity for morality and empathy, our creativity, our expertise and adaptability and our capacity to build unity and cooperate in building social structures and civilization for the benefit of all. Furthermore, as society is radically automated, the purpose of human life and its reevaluation will also come into question. For instance, as more and more occupations are replaced by ChatGPT services, more and more people will be freed up to do other things with their time, such as caring for relatives, undertaking creative projects, studying further and having children.Originality/valueThe investigation of the scope and limitations of AI is significant for two reasons. First, the question of the nature and functions of a mind becomes critical to the possibility of replication because if the human mind is like a super-sophisticated computer, then the relationship between a brain and mind is similar (if not identical) to the relationship between a computer as machine hardware and its programme or software (Dreyfus, 1979). [ ] If so, it should be theoretically possible to understand its mechanism and reproduce it, and then it is just a matter of time before AI research and development can replicate the human mind and eventually replace a human teacher, especially if an AI machine can teach just as intelligently yet more efficiently and economically. But if AI has inherent limitations that preclude the possibility of ever having a human-like mind and thought processes, then our investigation can at least clarify in what ways AI/AGI – such as ChatGPT – could support teaching and learning at universities.

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

<span lang="EN-US">Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.</span>

Students’ Perception of eLearning Adoption as a New Dimension of Education in Nigeria. A case study of Ladoke Akintola University of Technology, Open and Distance Learning Centre, Ogbomoso (LODLC)

Students’ Perception of eLearning Adoption as a New Dimension of Education in Nigeria. A case study of Ladoke Akintola University of Technology, Open and Distance Learning Centre, Ogbomoso (LODLC)

The Social Impact of Colonial Rule on Today Educational System of Pakistan

Colonization phenomena have left great impression on the various segments of the society of the sub-continent, and education is not the exemption. Dimension of education was completely change with the introduction of British education system in generally and with the implementation of Macaulay theory of education especially drafted for subcontinent specifically. It is very unfortunate that somehow or the other we are still following the legacy of colonization. The impact of colonization can be seen and felt in the society, especially in education sector. The presence of different education system, different syllabus for different social class, education quality with respect to finance all are the outcome of colonization. Moreover, presence of elite class in the formulation of policy also proved that present system doesn’t base on equity. This phenomenon is very damaging for the national integration, and this aspect we need to address so loudly as never before. This study highlighted the effect of colonization on education along with certain recommendation to overcome on these effects.