Diploma Program Research Articles

Cosmopolitan nationalism in action: navigating global educational mandates in Ecuador’s public schools

ABSTRACT The article examines cosmopolitan nationalism within the context of imposed internationalization in Ecuador's education, focusing on Unidad Educativa Carlos Tobar (UECT) and its integration of the International Baccalaureate Diploma Programme (IBDP). It explores the teachers’ use of ‘vincular’ – linking global curricula to local realities – as a manifestation of cosmopolitan nationalism in practice. Although imperfect, this approach is presented as a necessity for educators to bridge international standards with local educational needs, reflecting the everyday negotiations and adaptations made by teachers and students. The study emphasizes cosmopolitan nationalism’s tangible presence in educational settings, enriching our understanding of its significance in navigating global-local education dynamics. By illustrating the active engagement of UECT's community with cosmopolitan nationalism, the article argues for its importance not only theoretically but as a lived experience, enhancing cosmopolitan nationalism’s relevance in discussing educational internationalization challenges.

Challenges and Tensions in Enacting Culturally Responsive Pedagogy – A Case Study in Teaching International Baccalaureate Diploma Visual Arts at an Islamic School in Australia

Inclusive education in Australia incorporates education to support a wide range of students’ physical abilities, social conditions and culture-religious constructs. The case study described here focuses on religious inclusivity in the application of pedagogical strategy within the International Baccalaureate Diploma Programme Visual Arts curriculum. Specifically, it aims to analyse the challenges that may arise from enacting culturally-sensitive pedagogy in teaching Visual Arts at an Islamic secondary school in Melbourne, Victoria, Australia. The research includes analysis of available literature that discusses education in Islam, culturally-sensitive pedagogy and inclusive education. It also includes critical practice-based reflection on the pedagogical strategies used, classroom sessions and students’ responses. The case study covered a time period of one week out of a 20-week unit of work of a Year 11 International Baccalaureate Diploma Visual Arts programme delivered to a class of Muslim students of diverse ethnic backgrounds. The two main challenges that arose are firstly, the need for the teacher to address the Islamic notion of adab (etiquette) in preventing wrong-doing while delivering content deemed prohibited by Islam; and secondly, the accessibility of information from the internet that may contradict the Islamic ethos of the school. The case study suggests that with a responsive attitude towards pedagogical strategy and a respectful approach to the cultural needs of the student demographic, it is possible to mitigate the tensions of delivering content that may be deemed culturally inappropriate in an Islamic school setting without compromising the demands of a rigorous curriculum such as the International Baccalaureate Diploma Visual Arts programme.

Decentring the West in the International Baccalaureate Diploma Programme: towards a framework for critical reflection on curriculum and teaching

ABSTRACT The International Baccalaureate (IB) has attracted criticism for its Eurocentricity and Western-centricity (Bunnell et al., 2017; Walker, 2010). This article explores international mindedness, questioning whether the IB perpetuates culturally hegemonic, colonial, and Westernised ideas. The paper draws on research data collected in two International Baccalaureate Diploma Programme (IBDP) international schools in the Hong Kong SAR. We observed IBDP lessons and interviewed teachers about their uses of local and global culture and content in their teaching, considering whether the adaptation of curriculum based on cultural significance and perspectives functions to shift the Western-centric discourses for which the IB is commonly criticised. Our analysis suggests that attempts to decentre the West in the curriculum are challenging, resulting from factors including a lack of critical understanding among teachers, demands and expectations regarding assessment, the aspirations of students and their parents, and a lack of time and space within the timetable and curriculum. Drawing on literature and teacher practices, we propose considerations to move beyond recognitive politics to a more critical set of practices unsettling hierarchies of knowledge and power. The task of de-centering the IBDP’s “Western” epistemology requires further consideration and research. In this paper, we contribute to this ongoing inquiry through providing an analysis of a particular set of circumstances in Hong Kong and providing a framework to enable critical reflection of curriculum and teaching practices that could be considered across IB programmes.

The alternative education pathway to higher education in non-anglophone contexts: themes and implications from a systematic scoping review on IBDP

ABSTRACT As an exemplary alternative education pathway to higher education, the International Baccalaureate Diploma Programme (IBDP) has gained significant global traction, with an increasing number of graduates in non-Anglophone contexts. Employing a systematic review method to analyse studies in emerging contexts from the past 20 years, this research examined IBDP’s contributions to higher education, including university preparation, academic performance, and post-graduation trajectories. The findings highlight themes pertinent to other international education frameworks: (1) higher education outcomes are largely influenced by school environments and student demographics, (2) tensions exist between globalised curricula and localised educational systems, and (3) the dual examination requirements within national university admission processes pose obstacles to the programme’s successful implementation and scaling-up. This study recommends that future research and policy on international and alternative education programmes should focus on the following: less advantaged school populations, long-term impacts, and admission recognition processes within national higher education institutions and systems.

The Influence of Graph Theory Approach in Preventing Cheating at Higher Learning Institution: A case of Institute of Accountancy Arusha

Academic dishonesty has been more common in recent years, both through self-reported and detected cases, which has brought significant attention to the issue of cheating in educational settings. Students often cheat for a variety of reasons, including lack of study time, unclear learning objectives, fear of failing, peer pressure, and parental pressure for academic success. Students who rely on plagiarizing answers miss the opportunity to build their skills and may face challenges in job requirements. The problem of cheating / copying the neighbor's works during the examination is particularly well known. With graph theory especially graph coloring, it is proposed to develop the students' sitting arrangement that can be the solution of cheating. An experimental case study focuses on three master's programs, three bachelor's degree programs, three diploma programs, and three certificate programs at the Institute of Accountancy Arusha. This is done when one room or a venue is assigned to two or more programs with different backgrounds depending on the size of the room. The result shows that using graph coloring has reduced the tendency of students to copy or ask questions from their neighbors in the examination room. Based on the assessment of graph theory's effectiveness in preventing cheating at the Institute of Accountancy Arusha, several recommendations can be made. First, the institution should invest in developing a comprehensive data collection system that captures relevant information such as seating arrangements, student interactions, and exam performance patterns. Collaboration with other institutions in implementing similar technologies could also create a shared knowledge base and lead to best practices in academic integrity. Finally, continuous monitoring and evaluation of this system should be conducted to refine its processes and adapt to new cheating technique.

Attitudes of EFL Learners to the Implementation of the Area9 Lyceum Online Platform Based on the UTAUT Model

The advancement of technology has led to the creation of numerous platforms that could potentially be used for remote education. For example, the recent development of the English Diploma Programme at a top university in the Kingdom of Saudi Arabia (KSA) deploys a new platform known as Area9 Lyceum (Area9). Because the English Diploma Programme is a recent development, and especially given its use of a new platform, this proposed research will investigate learners’ attitudes to and acceptance of using the platform. Furthermore, it will look at how other universities could benefit from this experience to develop their own English as a Foreign Language (EFL) programmes along technological lines, specifically by deploying a survey tool based on the unified theory of acceptance and use of technology (UTAUT). The results reflect the positive attitude of the participants. Recommendations can be drawn from this study to help persuade stakeholders in higher education to adopt such platforms in the teaching of EFL or English as a Second Language (ESL).

Students Satisfaction with Online Learning during the COVID-19 pandemic: A first-round analysis of Diploma Program in Library and Information Science

The Sri Lanka Library Association (SLLA) has transitioned from conventional teaching-learning to online education. However, no further research has been conducted to assess the successfulness of this online learning from the students’ perspective. Addressing this issue, the objectives of the study were to measure the satisfaction, successfulness and challenges faced by diploma students with online learning at SLLA during the pandemic. The survey was conducted using Google Forms and WhatsApp, with approximately 225 students approached and 194 (88.5%) responding. Data analysis was performed using SPSS software, and statistical tests were applied using the Wilcoxon signed-rank test and Rosenthal r value. Results regarding students’ successfulness indicated that more than 70% agreed with online education during the lockdown. Additionally, students expressed that the online mode was more secure for their health 152(73%) and for transportation 129(66.49%) compared to face-to-face classes and distance mode classes. Concerning satisfaction, 97(50%) students were either highly satisfied or satisfied with online teaching, Regarding the devices used, majority of students (78.9%) used smartphones; whereas the use of laptops, desktops, and tablets was less commonly used (17.5%).Challenges identified were recorded as, clearly hearing the lectures 88(45.4%), expensive equipment requirements 85(43.8%), poor internet connection and difficulty in logging on in a timely manner 84(43.3%) each, and a feeling of isolation while attending class 82(42.3%). Overall, the majority of students were satisfied with online learning and they are moving towards the health security, transportation convenience, and ability to attend classes from home, despite the challenges faced. It is recommended to enhance student interaction and improve the practical effectiveness of the online course. Additionally, action should be taken to address the challenges faced by the students, redesign the online course to improve practical effectiveness, and implement best practices in online education.

Science communication across cultures: design and delivery of a graduate science communication program in South Africa

ABSTRACT Over two years, a graduate diploma program in science communication was designed and delivered by a university in the Republic of South Africa with assistance from a university in Australia. Building on the Australian program, the design incorporated cross-cultural and Indigenous Knowledge elements in keeping with the ethos of the South African university and broader inclusive movements within science communication. The overall design corresponded to many essential learning objectives later identified by Lewenstein and Baram-Tsabari (2022, How should we organize science communication trainings to achieve competencies? International Journal of Science Education, Part B, 12(4), 289–308. https://doi.org/10.1080/21548455.2022.2136985), but there were also many modifications that had to be made over the course of the design and delivery to accommodate cultural considerations. In this paper, we consider how closely the design matched the threshold concepts and the learning objectives suggested by Lewenstein and Baram-Tsabari, and what modifications might be made to them to include cultural considerations.

Nutrition learning gaps in the undergraduate curricula of Nursing and Medicine degree and diploma programs in Tanzania Mainland

BackgroundNutrition has been widely ignored in the curricula of many health professional training programs in Sub-Saharan African countries. The present review was conducted to explore the adequacy of medical and nursing curricula in training graduates to treat, educate effectively, and counsel patients/clients with nutritional disorders in Tanzania.MethodsAn assessment of accredited medical and paramedical curricula in mainland Tanzania. The assessment followed Stufflebeam's CIPP model (context, input, process, and product) to enhance methodological rigour and transparency.ResultsOf the twelve curricula studied, only one had a dedicated course for nutrition. In the undergraduate medicine degree curriculum, only 119 out of 6580 hours over five years were allocated for nutrition training, which is merely 1.7% of the total curriculum hours. Similarly, in the undergraduate nursing degree curriculum only 370 hours out of 5280 over four years were allocated for nutrition training, which is equivalent to 0.07% of the total hours. In the paramedical diploma programs of clinical medicine and nursing, nutrition content was scattered among various courses within the curriculum. Most curricula were teacher-centred with limited use of validated methods to assess trainee on skills such as Observed Structured Practical/ Clinical Examination.ConclusionsBased on this assessment of accredited curricula, nutrition receives scant attention in medical and paramedical education in mainland Tanzania. Thus, it is imperative to support integrating stronger nutrition content into medical and paramedical schools focusing on skills and attitudes to enhance the efficient implementation of the nation’s nutrition policies and strategies.

A scoping review of websites for forensic odontology training programs.

Forensic Odontology developed as a discipline in 1898 with the publication of its first textbook; however, 126 years later, a standardised core curriculum for formal training in Forensic Odontology has yet to be decided. This website scoping review aims to provide information on three main distinct categories (and 17 subcategories): Availability, Content, and Quality of Forensic Odontology education globally. The information on formal education programmes was gathered by conducting a web search using 'Google Search' in English, Arabic, Spanish, and French languages between June and July 2022. Fifty-six programmes from 18 countries met the inclusion criteria. Of the 14 master's and 42 diploma programmes, only 7.14% provided information on their websites from all the subcategories investigated. The highest numbers of master's and postgraduate diploma programmes were identified in Europe (18 programmes), South America (15), North America (11) and Asia (7). A practical aspect was included by 10 master's and 12 diploma programmes' websites. Research integration in various forms was included by 11 master's and seven diploma programmes. Programme providers and applicants must critically consider the quality of the programme being designed or applied to as there are currently no international training standards in Forensic Odontology. This study has developed an 'International Database of Forensic Odontology Programmes' (IDFOP).

The Impact of Social Media Usage on Academic Performance: A Study of the Professional Educational Diploma Program in UAE

The Impact of Social Media Usage on Academic Performance: A Study of the Professional Educational Diploma Program in UAE

If You Choose Not to Decide: A Survey of Online Field Experiences for Canadian Teacher Preparation Programs

Despite the rapid growth in online and distance learning in Canada, there does not appear to be much interest on the part of teacher education programs to evolve to meet the needs of future generations of teacher candidates. While understanding the notion that systemic change in tertiary education takes time, the steady growth of online and blended learning in Canada–and globally–combined with raised awareness of distance learning stoked by the COVID-19 pandemic should make educators and policymakers worry about failing to respond to a rapidly changing educational landscape. This paper highlights the status of distance and online field experiences provided by Canadian teacher education programs. In addition, we review program offerings to support in-service teachers, such as graduate certificate, degree, and diploma programs, as well as MOOCs offering free professional development. This study, a replication of a mixed-method study originally conducted in the United States and published as a technical report by Archibald et al. (2020)[1], found that a minority of teacher education programs offered online or blended field experiences. Further, we found that programs were slow to change these deficiencies due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for their teachers’ future careers, and regulatory bodies discouraging online field experiences. This study highlights the dramatic need for programming in distance and online education. [1] This article is original, with some exceptions in the “Results” section.

Professional Learning in the International Baccalaureate Diploma Programme

The four International Baccalaureate (IB) programmes provide an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB programmes. This phenomenological study explored the professional learning experiences of seven experienced IB Diploma Programme teachers working in different international schools. The findings provide a rich narrative of the teachers’ lived experience to show that, while official IB workshops are helpful in developing understanding of certain aspects of the Diploma Programme, ongoing, job-embedded learning is also required for deep understanding and effective implementation of the IB educational philosophy. This study shows how the theory of social constructivism provides a foundation for exploring a range of formal and informal learning options for teachers and schools to develop individual and collective understanding and implementation of the IB educational philosophy.

Constraints and suggestions of the students undergoing agricultural diploma programme

Constraints and suggestions of the students undergoing agricultural diploma programme

IB DP(Diploma Programme) 점수 체계와 외국 대학에서의 IB 점수 활용에 대한 이해

This paper aims to examine the cases of university admission utilizing the International Baccalaureate Diploma Programme (IB DP) scores as interest in the introduction of IB into the Korean public education system is growing. Furthermore, as mentioned in the introduction of the study, this research was conducted to demonstrate that, regardless of its relevance to domestic university admissions, the IB requires sufficient contextual consideration in the process leading to outcomes, unlike the immediate results it shows. It appears that there is a lack of understanding and prior research regarding its system. It is meaningful in providing an understanding of the ways in which diploma scores can be utilized for university admission. To achieve this, this paper explained the composition and calculation method of the IB scores, as well as the types of IB scores used for university admission, including school-based assessment, final IB scores, and predicted IB scores. Additionally, it attempted to provide fundamental information on the methods of utilizing IB scores. The examples used in the study introduced the methods by which universities in the UK, Hong Kong, and Canada utilize the predicted IB scores or IB exam scores. Specifically, this was suggested by aligning the two conditions of conditional offer and confirmed offer This study is expected to serve as a basic resource for university admission, as it is inseparable from IB, just like high school-university linkage. The study aims to contribute as a reference for multi-faceted reviews of IB, especially at a time when the first domestic IB graduates are being produced in South Korea.

Manajemen Perguruan Tinggi Pesantren

Higher Education is education that is programmed after secondary school which includes diploma, bachelor, master, doctoral professors and specialist programs. pesantren is a learning resource center to explore religious knowledge. today many pesantren have established formal education.Islamic boarding schools have a distinctive and unique tradition compared to other educational institutions outside of pesantren. Islamic boarding schools have become a separate identity for Islamic educational institutions in Indonesia. pesantren not only give birth to ulama 'who are intellectual or vice versa, but also create ulama'-scientists and vice versa.The work of past scholars should be used as a support system to repeat the same achievements today. For this reason, we need today to realize academics that have Islamic boarding school values, because world civilization is starting to be torn apart because of us who began to move away from moral idealism.

The Influence of Gender on Students’ Academic Achievement in a Nursing Diploma Program

Different from education in general, nursing education is dominated by the female gender both in Indonesia and in the world. There is still debate about whether gender has an influence on student achievement, including in nursing education. Research objective is to find out the influence of gender on the achievement of nursing diploma level students who are dominated by female gender. This research is a quantitative research, namely retrospective descriptive. The population in this study were students of the Nursing Diploma Three Study Program with a sample size of 93 students. The sampling technique used in the research was total sampling. The instrument used in this research is secondary data, namely by looking at the documentation of student gender biodata, and learning achievement is the Cumulative Achievement Index (GPA) from the student’s Study Result Card after graduation. The statistical test used in analyzing this research is the independent t test; with a significance level of 0.05. Based on bivariate analysis, it is known that there is a relationship between gender and learning achievement with a significance value of 0.03 <0.05. The results indicate that there is a difference in the achievement of female students compared to male students. Female students have an average Grade Point Average of 3.51 with honors, while male students have an average Grade Point Average of 3.44 with a satisfactory grade. From the research it is concluded that there is an influence of gender on the achievement of nursing diploma program students.

The Impact of Reflective Practices among Mathematics Teachers who enrolled in the Higher Diploma Program for Pre-Service Teacher Education at Yarmouk University in Developing their Professional Performance

The study aimed to demonstrate the impact of reflective practices on the development of professional performance. the study relied on the descriptive analytical approach. The research community was represented by all mathematics teachers enrolled in the higher diploma program for teacher preparation before service at Yarmouk University. a random sample was selected represented by (110) teachers, a scale of reflective practices was prepared, and the results of the study showed that the level of impact of reflective practices on the development of professional performance came to an average degree, and the areas of reflective practices came in descending order as follows): (The field of classroom management, the field of planning, the field of teaching implementation, and then the field of evaluation), and it turned out that there were no statistically significant differences at the level of significance (0.05) between the responses of study personnel depending on the gender variable. The study recommends spreading awareness and the culture of contemplative practice and its tools by holding training workshops for students and teachers. The need to increase teachers’ interest in employing reflective teaching to develop their abilities in reflective practice. The study also recommends that teachers, both male and female, should pay attention to using assessment for students in order to improve their academic performance.

Study on the Relationship Between Personality Characteristics and Attitude of Students in Science and Technology

The study intends to find out the relationship between profile characteristics and attitude of polytechnic students towards diploma programme. A sample of 240 students were selected from three polytechnics viz., Agriculture, Seed technology and Organic farming using simple random sampling procedure. The study revealed that out of seventeen profile characteristics of polytechnic students, Academic achievement, Education of father, Education of mother, Size of land holding, Caste, Family occupation, Participation in Extracurricular & co - curricular activities, Mass media exposure, Achievement motivation and Self - confidence showed positive significant relationship with attitude. On the other hand left over variables like Gender, Medium of instruction in Xth class, Annual income, Type of family, Rural urban background, Library exposure showed positive non - significant and infrastructure facilities showed negative non - significant relationship with attitude. The multiple linear regression equation with seventeen selected profile characteristics put together contributed 70.60 percent to the total variance in the attitude of polytechnic students towards diploma programme.

IB Diploma Programme과 2022 개정 고등학교 교육과정 총론 비교 분석

IB Diploma Programme과 2022 개정 고등학교 교육과정 총론 비교 분석