Educational Discourse Research Articles

The “pedagogy of personality”: becoming better people in the English language teaching and learning space

Abstract This paper interrogates how English language teaching and learning spaces become a locus for a “pedagogy of personality”: spaces where ideal forms of personhood can be transmitted, taught and learned. We draw on ethnographic accounts of moments produced in a municipal English language teaching programme in Rionegro, Colombia, and in the English language class of an elite international school near Barcelona, in Catalonia. We explore discourses mobilised by teachers, students, and school administrators that glorify personality traits that should enable students to become “good community members”, “good citizens” and to reflect on the ways in which language learning spaces are imagined to have an effect on learners’ personalities. We claim that it is not necessarily the English competence acquired in these spaces, or the act of speaking English itself, which is imagined as automatically triggering the enactment of ‘better’ forms of personality. Rather, we believe that our ethnographic data point to the fact that language curricula provide the space to construct, spread and normalise moral values which are associated to idealised forms of subjectivity, and desired forms of being. The discourses circulated through landscapes and classroom interactions show how the mere act of being in an English language learning space is expected to raise students’ awareness of the moral duty to become better, more responsible individuals. We make a key contribution to critical sociolinguistic research by placing a focus on how “good personality” is informed by the pedagogic trajectories of each space, beyond neoliberal projects of self. Moralising catholic discourses, values and ideologies, and broader humanist educational discourses inform ideas about personality and personality development in these spaces. Thus, we call for a slower sociolinguistics, that takes pause before reaching for the explanatory power of neoliberalism and makes room for the complex, historically sedimented logics of our research sites.

A Reading of The Islamic Educational discussion Heritage Brights and contemporary Lights

The cultural heritage of previous nations constitutes an important source of human knowledge, and its importance lies in the fact that it is also inspiring for any contemporary reading in many fields. The educational stock of the Islamic nation is part of this human heritage, and is no less important. It is distinguished by its bright heritage characteristics, which we can reformulate by following contemporary approaches and methods, which reveals to us appropriate conditions and data for talking about an Islamic educational discourse and considering it as one of the human educational discourses no less rich and diverse than it, and this is a prelude to a fair and equitable conscious reading of it at the level of perception and practice. And the efforts made and embodied in what the bright minds of a group of thinkers who paid attention to the importance of education. In addition to building schools, innovating educational methods in teaching learners, and the efforts of philanthropists and donors to sponsor the expenses for them and for their patrons, including student teachers, there is much evidence of this. The topic is an attempt to shed light on the forms of schools among Muslims, which contributed to highlighting trends within the educational discourse among Muslims, which today must be researched and discovered with contemporary visions and methods. This is of course based on the need of humanity in the twenty-first century for an integrated and comprehensive educational discourse that is based on human experience and responds. to the requirements of the times.

Design of the INARA (Inclusive and Gender Responsive Historia) Application: Accentuating Inclusive and Gender-Responsive History Learning

This article aims to elaborate on the initial development of the historical learning application design, INARA (Inclusive and Gender Responsive Historia). The authors gathered data from literature reviews, including journal articles and online media, which were analyzed using a SWOT approach. The study's results showcase examples of inclusive and gender-responsive features in this application, such as games, quizzes, QR codes, and comics focusing on female heroes in Indonesia. The application is also designed with specific features to support differently-abled students in learning history. It is hoped that INARA can become a creative, engaging, and critical medium for history learning at school levels. Its innovative design and inclusive features make a valuable contribution to the scholarly discourse in education. This article is expected to enrich the understanding of utilizing technology to support inclusive and gender-responsive history learning. As part of further development efforts, INARA is anticipated to become a progressive educational solution supporting various learning needs.
 Keywords: history, application, learning, inclusive, gender responsive

Analysis of Constructivism Philosophy in Academic Student Management at MAN Insan Cendekia Paser

This study delves into the philosophical underpinnings of constructivism within the realm of student management. Constructivism, a pedagogical approach rooted in the belief that learners actively construct knowledge through their experiences, interactions, and reflections, has gained prominence in educational discourse. This research aims to critically examine how the principles of constructivism shape and influence the management of students in educational settings. The investigation employs a philosophical lens to scrutinize the core tenets of constructivism, exploring its implications for the design and implementation of effective student management strategies. By synthesizing educational philosophy and practical management methodologies, this study seeks to provide insights into how educators can leverage constructivist principles to enhance the overall learning experience for students. Through a comprehensive literature review and analysis, the research aims to contribute to the ongoing dialogue on the integration of philosophical perspectives into educational practices. By unraveling the connections between constructivism and student management, this study endeavors to inform educators, administrators, and policymakers about the potential benefits and challenges associated with adopting a constructivist approach in shaping the educational journey of students. The findings aim to guide educational stakeholders in fostering an environment that nurtures active learning, critical thinking, and meaningful engagement among students.

Bushido in Habsburg Bosnia and Herzegovina as an Effect of the Russo-Japanese War: Analysis of Texts Written by Alois Studnička and Inazō Nitobe

ABSTRACT This article explores the Russo-Japanese War’s effect on the educational discourse in Habsburg Bosnia and Herzegovina. The article begins with an overview of Bosnian society and education during the Russo-Japanese War. By analysing two texts concerning the Japanese in an official language newspaper written by Alois Studnička, an educator in Sarajevo, the article shows that character education was an important goal in Habsburg Bosnia. The article then illustrates Studnička’s purpose in educating the character, especially “a man without a me” through a comparative analysis with his reference book Bushido, written by Inazō Nitobe, which puts a great focus on Yangmingism.

Intelectuais e jogos de linguagem: o discurso sobre a educação primária na I conferência nacional de educação (1927)

ABSTRACT This article has as its object the educational discourse enunciated in the First National Conference on Education (I CNE), organized by the Brazilian Association of Education (BAE), whose central theme was primary education. We start from the premise that BAE and its conferences were privileged places to project an intelligentsia authorized to talk about the problems of national education. The sources used refer to documents related to BAE and the I CNE, with emphasis on the 113 theses presented and discussed at the event. Regarding methodology, we have opted for an interlocution with the history of intellectuals and intellectual history, especially the contributions of linguistic contextualism to understand the language practiced in the I CNE. In the conclusions, we characterize educational discourse as a complex language, which has at its horizon the combination of concepts derived from the medical-sanitarian, civic-nationalist and religious discourses.

The spirit of social pedagogy: the alternative theory base of German child welfare

While the term ‘social work’ has established itself internationally, many countries have alternative social professions with rich histories and distinct theory bases. This article examines a German example by theoretically considering a discipline central to child welfare: social pedagogy. The frameworks of key theorists are presented, reconstructing an intellectual lineage in education discourses and Continental philosophy. The case of social pedagogy acts as a reminder of mainstream theory bases quite different to those historically seen in Anglo-Saxon social work. Positivist perspectives are absent; instead, hermeneutics and critical theory have been dominant theoretical sources. Kant’s concept of Mündigkeit (‘maturity’), that is, the ability of a person to be a self-determining subject, reveals itself as the theoretical anchor point, linking the earliest theory making with later emancipatory and lifeworld approaches. The concepts that are recurrent in discourses can be amalgamated to define the discipline, and a tentative composite German social pedagogy definition is cautiously suggested.

THE CONCEPT OF «MEDIA DESIGN» IN SCIENTIFIC AND DICTIONARY DISCOURSES (material for the dictionary article of the electronic educational resource «Lexical Minimum of Mеdia Scientist»)

The active usage of the concept of «media design» in the modern information space highlights the problem of its definition and lexicographical fixation. Among various types of dictionaries, consolidated ones are singled out. Special attention is drawn to those in which definitions of field concepts or philological interpretations of specific terms that denote them are gathered through information search methods and are compiled and ordered from scientific and lexicographical works. The article analyzes the main features and definitions of the concept of «media design» as documented in scientific and lexicographical works and reference sources. The specifics of the functioning of the corresponding term, its origin, and use in professional texts are revealed. The method of systematization and comparison of the collected material helped identify contextual synonyms used by design professionals. Through definitive analysis, the main features of the concept of «media design» are clarified, and its definition is proposed. The application of data visualization method enabled the creation of a presentation and video clip for a visual representation of information about media design and related concepts. The inventoried material has been adapted for a dictionary article in the electronic educational resource (EER) «Lexical Minimum of Mеdia Scientist» (as one of the research areas of the collective topic «Media Studies in Scientific and Educational Discourses»), which is being developed and filled by faculty members and students of the Faculty of Journalism at the Boris Grinchenko Kyiv Metropolitan University. According to the developed template of the dictionary article, the primary data were systematized, unified and converted to EER. The author's definitions of the concept of «media design» form five vectors of relations (three vectors of systemic and two vectors of non-systemic relations) through which scholars interpret the analyzed concept, requiring standardization and lexicographical fixation in dictionaries.

The Agenda of The Reading Teacher Journal (RT) on reading skills: A Decade within a Corpus

The science of reading aims to explain the process of teaching and learning reading to educators, families, and students to enhance children's success in school and social life. Research in education, cognitive science, and cognitive neuroscience has provided insights into the cognitive processes of reading and the brain's functions during reading, facilitating the development of effective teaching methods and models. This study conducts a corpus-based analysis of the last decade of research trends related to reading to determine the frequently occurring collocations, their distribution over time, and the emerging and declining concepts in the field. Corpus linguistics is a quantitative approach that relies on analyzing large volumes of language data to uncover patterns and features of language use. It involves the preparation of corpora, which are digital collections of texts, and using statistical tools to analyze the data within them. RT's publications in the last ten years were recorded according to year, volume, and number. The data was harvested via online versions of journals and the collected data were transformed into raw text. Figures, tables, graphic information, and footnotes were excluded from the data. Each text was annotated with "year", "issue", "volume", "keyword 1" and "keyword 2" tags. TreeTagger was used for part-of-speech tagging and CQPWeb/CWB framework was used as the corpus interface. The whole data formed a corpus of 3,548,008 words. This study provides a corpus-based analysis of the concepts that frequently form collocations with the word "reading" in the Reading Teacher (RT) over the last decade. The findings reveal the most frequently used concepts and their distribution according to years and the concepts that have experienced a decline or an increase in usage. The study sheds light on the language and discourse of reading education and contributes to understanding the changes and trends in the field.

Discourse of contemporary chinese ideological and political education: Development directions and teaching methods

The aim of this research is to evaluate educational approaches and teaching methods in ideological and political education in China by assessing students' perceptions of ideological and political concepts and their participation in socio-political life. The study is based on the model of the International Civic and Citizenship Education Study (ICCS) and the longitudinal approach to civic education research. The results are moderate and demonstrate that the teaching methods do not promote youth participation in socio-political activities. Among the types of socio-political activities, students are most active in those encouraged by the university (student elections, volunteering), with the main motivation for political activity being additional points and recommendations for job searches. The theoretical contribution lies in the development of theoretical approaches to the thematic analysis of ideological and political education. The practical contribution is a simple and replicable approach for evaluating the methods and outcomes of ideological and political education. The empirical results enable the formation of more successful practices and the implementation of effective modern teaching methods in ideological and political education.

Creative and social intentions in research proposals of music performance students. A reality check of curriculum discourse in higher music education.

Creative and social intentions in research proposals of music performance students. A reality check of curriculum discourse in higher music education.

ID Model: Classification and Criteria of an Impressive Drawing in Art and Design Perspectives for Higher Education

Drawing is widely recognised as a fundamental skill in higher education, particularly in art and design fields, where it plays a pivotal role in creative expression and technical development. However, assessing impressive drawings presents challenges due to the subjective nature of creativity and the evolving standards of art education. This study aims to develop a conceptual model that offers a structured approach for educators and students to evaluate impressive drawings effectively. Using qualitative research methods and inductive content analysis of literature from 2019 to 2024, the study identifies key components of impressive drawing, such as technical proficiency, creativity, conceptual depth, and visual communication. The findings highlight a shift in teaching practices, driven by historical and contemporary perspectives, and explore the integration of digital tools with traditional techniques in art and design education. The study acknowledges the inherent subjectivity in drawing assessments and recommends developing a more objective and consistent evaluation system that still preserves creative expression. The proposed ID model balances technical skill with creativity, providing a framework for improving assessment practices and guiding students toward meeting the expectations of impressive drawings. This model adapts to the evolving needs of the field, contributing to ongoing discourse in art and design education.

Study on the Development Trend of Ideological and Political Education Discourse in Colleges and Universities in the Age of Network Media

Abstract Network virtual information is complex and ever-changing, and people’s value orientation and way of thinking are unknowingly assimilated into multiple network scenarios. In order to fully analyze the discourse evolution of ideological and political education, this paper proposes a methodology for early warning and assessment of public opinion on the Internet in colleges and universities. Firstly, the risk assessment index system for university network public opinion is constructed, and different types of events related to university network public opinion are selected for analysis. The risk assessment index weights are calculated using the entropy weight method. The closeness was computed using the TOPSIS method, and the gray correlation coefficient and degree were calculated according to the gray correlation theory. The risk assessment level is classified using the k-means clustering algorithm. Among the risk assessment indexes of university online public opinion, the most influential index on the risk of university online public opinion is the amount of original participation of public opinion, and the weight of this index is 0.12. The second index is the attention of the public opinion publisher and the index of the publisher’s attention, and the weights are 0.114 and 0.11, respectively. Among the six university online public opinion events, the closeness is the highest one of event 6, which is 0.5872, and the grey correlation coefficients are 0.4395, 0.4072, 0.4952, 0.3864, 0.5321, and 0.6412. The results of the events evaluated through the college’s online public opinion early warning match the degree of influence of the actual public opinion, which indicates that the method can accurately predict public opinion. Colleges and universities can formulate targeted strategies according to the risk level and the factors that have an important impact on the development of public opinion to prevent the discourse of ideological education in colleges and universities from developing in a negative direction.

Assessment of Competencies of Secondary School Principals in Kisii County, Kenya

The question of performance in education has occupied center stage in educational discourse the world over. Many factors have been attributed to influence performance in schools. At the secondary school level in Kenya, principals have been thought to play a crucial role in the performance of students. In Kisii county, the performance of students in examinations has not been impressive and this has partly been blamed on principals. The purpose of this study was therefore to assess the competencies of the principals in Secondary schools in Kisii. The main objectives of the study were to: Determined the competencies of principals in terms of human resource management, general management, financial management, carrying out action research, curriculum development and implementation; and to assess the competencies of the principal in adhering to established supervision criteria. The study used a mixed method research design and within it used concurrent triangulation design. The target population was 360 principals, 360 Board of Management Chairpersons (BOMs), 11 Sub-County Directors of Education (SCDs) and 11 Quality Assurance and Standard Officers (QASO). The sample population consisted of 36 principals, 9 QASOs, 9 SCDs and 36 BOM Chairpersons selected through simple random sampling. Questionnaires and interview guides were used for data collection. The validity of the instruments was ensured through expert vetting. The reliability of the instruments was ascertained through piloting and use of the test-retest method. It was found out that the principals’ competencies in human resource management was poor, general management was average, competencies to carry out action research was average, curriculum development and implementation was average, and supervisory competencies were poor. Based on these findings, it is recommended that the principal should be taken through an education programme to improve their competencies.

Towards the Integration of Artificial Intelligence in Higher Education, Challenges and Opportunities: The African Context, a Case of Zimbabwe.

This paper seeks to address the challenges of underdevelopment bedeviling the African continent in general and Zimbabwe in particular on the integration of Artificial Intelligence (AI) in higher education. Universities in Africa have over the years produced many graduates in Science, Technology, Engineering, and Mathematics (STEM) related learning areas but continue to grapple with underdevelopment both economically and intellectually. Part of the problem has been identified as a lack of quality in the education system that is not able to produce graduates with adequate 21st-century skills for the achievement of the Sustainable Development Goals (SDGs) to fulfil the Global Agenda 2030. Achieving this is possible if Africa moves a step forward and embraces modern technologies like the integration of AI in her education system. A technologically astute graduate would be able to apply their knowledge in achieving the much-needed sustainable economic development. This article highlights how the implementation of AI in higher education can foster a turnaround in Africa’s education systems and lead to industrialisation and innovation. Pivotal aspects of AI like the Turing machine test, cloud computing, big data, and machine learning are explored in an attempt to add value to the current education discourse. This study is situated in the interpretive paradigm, the qualitative approach was employed to gather data using several methods like e-questionnaires (open-ended), document analysis, and review of journals and other academic publications. Purposive sampling of STEM educators from a renowned university in Zimbabwe was undertaken to gather information on the ground and the data was thematically analysed. The article argues that Africa has the potential to be a leader in Industrialization and commerce should the continent fully embrace AI in higher education.

The Construction and Transformation of the Discourse System of Higher Vocational Education Counselors in the Era of Information Education

Abstract With the rapid development of information media, senior counselors face many new opportunities and challenges in ideological and political education discourse. This study divides the counselor discourse modal system into linguistic and visual image modal. Adopting the advanced Transformer architecture and combining the BERT and RoBERTa algorithms, this paper profoundly analyzes the syntactic structure in the discourse. It extracts the emotional features in the text using the bert word vector model. Meanwhile, the dynamic features in the audio information of the discourse are extracted by MFCC technique. After completing the preprocessing of discourse features, we used Bayesian classifier for classification and recognition to further refine the annotation of discourse information. The study results showed that the overall sentiment of the discourse of tutor number 1 tended to be harmful during the 30 minutes, with six segments having an emotional pleasantness of more than -2. In addition, the density of positive discourse sentiment of tutor number 3 was 0.0811 higher than that of tutor number 4. In contrast, the number of discourse labeling of tutor number 5 was reduced by 74 times. Through in-depth analysis and understanding of these discourse modalities and affective features, tutors can better adapt to the information media environment and effectively carry out ideological and political education work.

Artificial Intelligence Enabling Contemporary Politics and the Construction of Marxist Educational Discourse Systems

Abstract Only by grasping the pulse of the times and continuously injecting the spirit of the times into Marxism can the construction of its discourse system have a source of living water. Based on artificial intelligence, this paper constructs the discourse system of contemporary politics and Marxism education from three aspects: synchronous resonance, comprehensive coordination, and human-computer interaction. The research data from seven universities from April to September 2022 were selected as research examples, and the degree of influence of artificial intelligence on the discourse capacity of contemporary politics and Marxism education was explored using multiple linear regression models and principal component factor analysis. The reliability test and exploratory factor analysis were conducted for the research questionnaire data, and the validation analysis was conducted for the influencing factors and influencing factors of Marxist educational discourse competence. The results show that the degree of influence of the homophily resonance ability factor on Marxist educational discourse ability is 42.78%, and the R2 test results of artificial intelligence technology homophily resonance, comprehensive coordination, and human-computer interaction are all greater than 0.5. The discourse ability of contemporary political and Marxist education is enhanced by 0.726 percentage points when university technology increases by 1 percentage point. The construction of the discourse system of contemporary political and Marxist education empowered by artificial intelligence requires deep excavation of the discourse content and the creation of high-quality discourse contexts in order to realize the full, whole and all-around nurturing of Marxist education in colleges and universities.

Fostering Trustworthy (Amanah) Character: Investigating the Impact of Integrating Religious Values into Thermochemical Module

The character of trustworthy (amanah) is fundamental to the inherent constitution of the human psyche, and its integration is crucial in daily practices. Thermochemistry, as a chemical discipline intricately connected to the ambient environment, encapsulates latent character values that often remain unarticulated within the educational discourse. This research aims to determine the effectiveness of a thermochemical module containing religious values on forming a trustworthy (amanah) character in the chemistry learning process. This research uses a quasi-experimental type with a one-group pretest and posttest design to examine the effectiveness of the module that has been developed. Data collection is taken from a pretest and posttest character assessment sheet comprising five indicators. Besides, the data analysis technique was carried out descriptively based on the N-gain test. The results showed an increase in the formation of students' trustworthy (amanah) character after using the thermochemical module containing religious values, where the average pretest percentage was 68.42% in the sufficient category (starting to appear) to the average posttest percentage of 78.92% in the good category (starting to develop). In addition, the average N-gain score was 0.56 in the medium category, and the average N-gain score percentage was 56.16%, with the interpretation being quite effective. Hence, this data shows that the thermochemistry module containing religious values was helpful in the chemistry learning process and influences the formation of trustworthy (amanah) character.

A Study on Critical Exploration of Nietzsche’s View of Liberal Arts Education

At the invitation of the Basel Education Committee, the young Nietzsche, who was a professor at the University of Basel, offered five lectures on education. The collection of these lectures is called “On the Future of Our Educational Institutions.” In this lecture, Nietzsche critiqued German schools at the time, particularly their liberal arts education, and proposed alternatives. The goal of this research is to uncover the significance of Nietzsche's view on liberal arts education as presented in his speech, as well as to investigate its applicability and limitations to liberal arts education in Korea today. Chapter II provides an overview of 19th-century Germany relevant to the lectures, Chapter III analyzes the main contents of Nietzsche's view on liberal arts education as demonstrated in the lecture, and Chapter IV investigates the potential of Nietzsche's views in the context of today's universities. Nietzsche identified the problems of mass education caused by education expansion policies, as well as the fragmentation and practicalization of knowledge caused by education diminution policies, and proposed an educational view based on the ‘metaphysics of genius’ as an alternative. Nietzsche saw the purpose and goal of liberal arts education as acquiring a sense of ancient Greece and the ability to think like a Greek in order to create a new German culture. While Nietzsche’s view on the elite education and the ancient Greek culture implicit in his discourses of liberal arts education is difficult to accept for twenty-first-century universities, Nietzsche's point regarding fragmentation and practicalization of knowledge that arise from viewing universities as academic institutions rather than liberal arts institutions allows us to critically reflect on the nature of liberal arts education in today's universities.

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction
 within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during
 the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners’ readiness in learning
 environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model
 in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned
 with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of
 the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and
 online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited
 increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed
 that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of
 flipped learning, both in fully online and blended formats, thereby enriching the educational discourse