Dimensions Of Education Research Articles

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

A Portrait of Multidimensional Poverty of Indonesian Agricultural Households

The problem of poverty is not only measured by purchasing power but also by access to fulfillment of needs such as education, health, and quality of life. Poverty measured from this perspective is referred to as multidimensional poverty. This study aims to identify the multidimensional poverty conditions of households in the agricultural sector, which is the sector that contributes the highest monetary poverty rate in Indonesia. The data used is data from the National Socio-Economic Survey (SUSENAS) from 2017 to 2021. This research was conducted on 34 provinces in Indonesia. The portrait of multidimensional poverty is processed using the Alkire-Foster method using three dimensions, namely the dimensions of education, health, and quality of life. The three dimensions are measured using thirteen indicators that have been adjusted to the indicators in SDG'S 2030. The results of this study state that the deprivation of agricultural households is still high in the indicators of years of schooling, ownership of health insurance and availability of proper sanitation. The province with the highest Multidimensional Poverty Index (MPI) value is Papua, followed by four other provinces, namely, East Nusa Tenggara, Banten, West Nusa Tenggara, and West Java. In addition, this study also identifies multidimensional poverty in the agricultural sector by regional classification and gender of the household head.

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.

The role of Special Pedagogy for Third Mission and Social Impact between transformative practices and emancipatory processes

The development of inclusive cultures and practices in academia can be substantiated not only in references to the two traditional missions of universities, namely Teaching and Research but can find a generative way through a third mission, namely that of "Third Mission and Social Impact". Italian universities assume this programmatic horizon to make available and accessible the social value of scientific research that is also carried out in synergy with territories, institutions, and communities. This paper intends to conduct an action of conceptualization and legitimization of the "Third Mission" in universities and, at the same time, to highlight the transformative practices and emancipatory processes underlying the strategic actions of the universities. In particular, starting from the analysis of the Strategic Plans of 88 Italian universities, this contribution delves into the pedagogical dimensions that characterize the "Third Mission" and, therefore, seeks to highlight the role of Special Pedagogy for the enhancement of knowledge and the creation of new connections of social impact.

EDUCATION POLICY AND HUMAN CAPITAL DEVELOPMENT: ASSESSING THE EFFECTIVENESS OF VARIOUS EDUCATIONAL STRATEGIES IN UZBEKISTAN

This research article examines the crucial relationship between education and human capital, emphasizing their significant impact on both individual and societal development. Through an extensive literature review and empirical analysis, the article investigates the diverse dimensions of education as a catalyst for human capital formation and its subsequent effects on sustainable growth. The study highlights the importance of implementing effective policies and investments in education to promote human capital accumulation, which in turn enhances productivity, innovation, and inclusive socio-economic progress. Additionally, the article underscores the vital role of education in addressing contemporary challenges and achieving the United Nations' Sustainable Development Goals (SDGs). The findings of this research stress the urgency of prioritizing education and human capital development as essential elements of a comprehensive development strategy.

Rousseau’s lawgiver as teacher of peoples: Investigating the educational preconditions of the social contract

This paper argues that Rousseau’s lawgiver is best thought of as a fictional teacher of peoples. It is fictional as it reflects an idea that is entertained despite its contradictory nature, and it is contradictory in the sense that it describes ‘an undertaking beyond human strength and, to execute it, an authority that amounts to nothing’ (II.7; 192). Rousseau conceives of the social contract as a necessary device for enabling the transferal of individual power to the body politic, for subsuming individual wills under the general will, and for aligning the good of the individual with the common good. For the social contract to be valid, however, it needs to be preceded by a desire to belong to a moral community that can induce people to join willingly, and that will grant legitimacy to the laws established. If the social contract is the machinery that makes the body politic function, the lawgiver is ‘the mechanic who invents the machine’ (II.7; 191). In this paper we will look closer at the pedagogical functions of Rousseau’s mythical lawgiver by first examining the relationship between the social contract, the general will and the lawgiver. Then, we aim to flesh out a pedagogical understanding of the figure of the lawgiver by way of the two educational dimensions of accommodation and transformation. Finally, we will argue for the importance of understanding Rousseau’s lawgiver as a fictional device allowing for the fundamental and enduring educational task of balancing between the preservation and renewal of society.

Entrepreneurship Education Intention and Performance Indicators of SMEs amongst Managers in Port Harcourt, Rivers State, Nigeria

Across the globe, it has been established that the activities of small and medium enterprises are critical for the growth and development of a country, thus attracting investigations. The aim of this empirical study is to investigate issues relating to entrepreneurship education intention and performance indicators of small and medium enterprises amongst managers in Port Harcourt, Rivers State, Nigeria. Descriptive research design was used and primary data collected via questionnaire. With the aid of statistical package for social sciences version 25, mean, aggregate mean, correlation and spearman rank were used to analyze the data collected. From the empirical findings, the study concludes that entrepreneurship education intention relates positively and significantly to performance indicators as measured by dimensions of cognitive education and customer service – their respective proxies. It is, therefore, recommended that for SMEs to operate competitively and profitably, thereby contributing significantly to the economic recovery and growth of Nigeria, owners and managers of entrepreneurial ventures need to continuously acquire entrepreneurial education for themselves and their employees. Also, leaders or managers of SMEs in Nigeria need to engage more in transformational leadership styles. More specifically, the contents of personnel development programmes should be intentionally geared towards enhancing the cognitive dimensions of entrepreneurship education for managers of SMEs for them to operate efficiently in order to gain competitive advantage.

BAMBOO LANTERN FESTIVAL - A SOCIAL DESIGN EXPERIENCE INTEGRATING THE UNIVERSITY AND THE LOCAL COMMUNITY

Environmental degradation and global social inequality require an education focused on transforming values and practices in today's world. Bamboo, both as a plant and a material, has mitigated the impacts of climate change. Combined with design within a bamboo productive chain, it also enhances the possibility of a pedagogical dimension for design students and the participation of local communities. This study aims to examine how social design can collaborate in education for sustainability, involving the researcher’s participant observation and co-creation, which resulted in the Take Akari Bamboo Lantern Workshop, held at the Unesp Campus in Bauru/SP. Results show that social design combined with bamboo helps in motivating people to internalize and carry out new practices due to the collaborative and collective ways of working collectively based on which it was held, and is capable of transforming scenarios and changing beliefs and values.

Unveiling the Impact of Education and Multicultural Personality on the Well-being of Generation Z in Schools

In terms of aspects of students' school well-being, this paper will address multicultural education, dimensions of multicultural education, aspects of multicultural personality, school well-being, and the psychological dynamics of education and multicultural personality. This research utilized the Systematic Literature Review (SLR) method to identify, review, and interpret relevant articles on multicultural education and personality in Gen Z school well-being, focusing on a broad scope. From the given description, it can be inferred that multicultural education and personality in school well-being for Generation Z can be examined through two dimensions: social relations (loving aspect) and self-fulfillment (being aspect). Additionally, the research highlights the importance of inclusivity and diversity in educational practices, as they contribute significantly to students' sense of belonging and psychological comfort. Meanwhile, in multicultural education, it is imperative to consider both the school environment and the health state of children to fully meet their well-being in implementing multicultural education and fostering their individuality inside schools. This study also underscores the necessity of culturally responsive teaching methods and the role of educators in creating a supportive learning environment that recognizes and values individual differences. By doing so, schools can better support the holistic development of students, ensuring they thrive both academically and personally.

Bibliometric Analysis of the Implementation of Character Education in the School Curriculum

This bibliometric analysis investigates the evolution and thematic structuring of research concerning the implementation of character education in school curricula. Utilizing data sourced from major academic databases from 1893 to 2024, this study maps out the academic discourse through VOSviewer. Our findings identify distinct thematic clusters such as curriculum integration, ethical considerations, and the role of character education within religious and civic education. Temporal trends indicate a shift from foundational discussions to a focus on the implicit dimensions of character education, such as the hidden curriculum and character-building across educational levels. Potential future research opportunities were identified in less explored areas such as independent and culturally specific curricula. The analysis of the author collaboration network reveals a robust community with significant interconnections among key scholars, highlighting both dense clusters and emerging researchers. Overall, this study offers a comprehensive overview of the field, demonstrating its dynamic evolution and the collaborative nature of research that contributes to ongoing debates and educational practices in character education. This work not only charts historical and current trends but also provides direction for future scholarly endeavors in this vital area of educational research.

Challenges and opportunities of research in the COVID-19 pandemic: the lived experience of students of Ferdowsi University of Mashhad

Objective: The efficiency and quality of higher education, which has the serious responsibility of developing human resources and developing society, can affected by many factors, including the social and economic conditions of the society. The outbreak of COVID-19 in December 2019 affected various aspects of human life, including the quantity and quality of higher education. Based on this, the purpose of this research is to study and understand the lived research experience of students of Ferdowsi University of Mashhad during the COVID-19 pandemic. Materials and methods: The research method is the qualitative and descriptive phenomenological approach. To conduct research from Ferdowsi University of Mashhad, as the field of research, 16 people were selected purposefully and based on the snowball method. The findings of the research were collected using structured interviews and analyzed with Colaizzi's (1973) method. The reliability of the findings (credibility, transferability, reliability, and verifiability) was verified through the description by peers, review by members, the use of thoughtful notes, and a rich and detailed description of the research process. Result & Discussion: The higher education system in the present era is affected by technological progress, and economic, cultural, and social changes in society, as COVID-19 in December 2019 affected different dimensions of higher education, including research. The findings of this study were presented in two areas of research challenges of students during the COVID-19 period in the form of 4 themes 'Physical and mental problems', 'Non-cooperation of some professors, university, subjects and researchers', 'Weak informational, network and scientific infrastructures' and 'Creating a negative attitude while not mastering the research' most important opportunities in the form of 4 themes 'facilitating library and office facilities', 'virtual communication equivalent to face-to-face', 'saving Time and money and convenience of virtual communication' and 'Strengthening writing, analytical, knowledge and communication skills'. Undoubtedly, strengthening educational, technological, and research infrastructures, developing ethics standards and mutual duties of supervisors and advisors-students, reviewing the curriculum of research- based units, and establishing an electronic library are among the most important strategies to reduce challenges and strengthening research opportunities in the COVID-19 pandemic and even after it.

Transformative Education Related to Ethno-Religion, Digital Technology, and Global Awareness

In our rapidly evolving world, transformative education emerges as a critical necessity, particularly concerning ethno-religion, digital technology, and global awareness. This study delves into the intersectionality of these factors and their influence on education, aiming to equip individuals to navigate and thrive in an increasingly diverse and interconnected global society. Through a literature review, we explore the multifaceted dimensions of transformative education, emphasizing its relevance to ethno-religion, digital technology, and global awareness. The integration of digital technology in transformative education has revolutionized learning experiences, offering innovative tools for collaboration, research, and communication. However, it is imperative to ensure equitable access and address challenges related to digital literacy and cyber ethics. Global awareness in transformative education extends beyond exposure to different cultures, aiming to cultivate empathy, solidarity, and critical analysis of global issues. By engaging with real-world challenges and diverse perspectives, students can develop into informed and engaged global citizens. Employing a narrative-style research design, this study integrates subjective opinions, literature support, thematic analysis, and insights from the educational field to provide a comprehensive understanding of transformative education's potential to shape empathetic, critically aware individuals prepared to address complex global challenges. Through exploration of pedagogical strategies, case studies, and best practices, the study aims to contribute to inclusive and equitable educational environments conducive to transformative learning.

Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

The socio-environmental crisis in which we find ourselves makes it necessary to promote a citizenship capable of facing global challenges in an informed, critical, and participatory manner. Given the shortcomings of environmental education practices and the limitations of teachers to develop effective activities in their classrooms, it is necessary to review and redefine teacher training. In accordance with the case study research method, we present the results of the implementation of an activity for teacher training on environmental socio-scientific issues: the production and consumption of avocados in Spain. The aim is to find out how students use the evidence and what perspectives they integrate when making argued decisions, which will allow us to assess the didactic potential of the designed activity and contribute to the consolidation of the didactic dimension of eco-social education. The results show the students’ ability to use the evidence in a critical and reflective way, sometimes oriented toward the search for and proposal of solutions, and also their ability to address the problem using a systemic approach, integrating different perspectives, including political, economic, social, ecological, ethical, health, local, and global considerations. For this reason, the activity presented is considered suitable for promoting the didactics of eco-social education in teacher training.