Diverse Education Systems Research Articles

Comparative Analysis of Flipped Classroom Implementation in Western and Indian Indoctrination

The flipped classroom, a popular teaching method in Western countries, has gained popularity due to its ability to address traditional teaching limitations. However, India’s diverse education system presents unique challenges, including technological disparities, traditional practices, and curriculum rigidity. This study aimed to compare the implementation and outcomes of the flipped classroom model in Western countries and India, revealing key factors contributing to its success or challenges. The study aimed to provide insights into how the flipped classroom model can be adapted and optimized to fit different educational environments, ultimately improving learning outcomes and teaching practices globally. The study has explored adopting and implementing the flipped classroom model in Western countries and India, identifying challenges and barriers. It has also evaluated educational outcomes, explored the role of technological infrastructure, assesses teacher readiness and training, and provides explored the role of technological infrastructure, assessed teacher readiness and training, and explored the role of technological infrastructure, assessed teacher readiness and training, and provided recommendations for enhancing its effectiveness in India. The flipped classroom model can enhance educational outcomes by increasing engagement and active learning. However, India faces unique challenges and needs targeted solutions. India should invest in technology, professional development, curriculum adaptation, and community engagement to maximize its benefits.

Bridging Learning and International Practice for Enhancing Physics Education

This paper discusses the implementation and outcomes of an Erasmus+ Blended Intensive Program (BIP) focused on physics education. The program aimed to address the challenges faced by first-year engineering students in mastering physics through a combination of online and face-to-face phases. Participants included students and faculty from three European universities: the Hungarian University of Agriculture and Life Sciences (MATE), the Universitat Politècnica de València (UPV), and the Slovak University of Agriculture in Nitra (SUA). A survey was proposed to students to obtain information that would benefit future programs. Survey results revealed significant improvements in students’ social skills and a high level of satisfaction with the program’s organization and methodology. However, areas for improvement were identified, particularly in administrative processes. The study highlights the importance of international cooperation and collaboration frameworks to ensure the program’s effectiveness across diverse educational systems. Overall, the BIP provided a valuable educational experience that enhanced students’ theoretical knowledge, practical skills, and interpersonal abilities, demonstrating the benefits of integrating innovative teaching methods in higher education.

Adopting a pedagogy of connection for medical education.

In this article, we propose developing a "pedagogy of connection" based on the history and evolution of medical education in Brazil. This pedagogy emerged from the intersection of the healthcare and higher educational systems, both dedicated to the principles of social justice and universal access, in response to the country's efforts to address the enduring impacts of slavery and social inequality. Following the "Sanitary Reformation" movement-a foundational moment for Brazil's healthcare and medical education systems-Brazil established the Unified Public Healthcare System (Sistema Único de Saúde - SUS). SUS is founded on principles of universality, integrality, equity, community participation, political and administrative decentralisation, hierarchisation and regionalisation. Aligned with these core principles and inspired by critical pedagogy, Brazilian medical education has evolved with a profound commitment to social justice, critical consciousness, professional presence and compassion. This evolution has given rise to a "pedagogy of connection," which imbues medical education with a sense of purpose and joy, preparing future medical professionals to address the challenges of our ever-evolving society and healthcare systems. The connections fostered by this pedagogy occur in complementary dimensions: (a) healthcare system and society, (b) community, (c) profession, (d) patients, and (e) ourselves. This innovative pedagogy enhances medical education discourse and practice by emphasising the development of a professional identity grounded in social justice and patient-centred care, which remain challenges for current medical education systems. As the global medical education community embraces decolonisation, this pedagogy offers a framework that can be adapted and enriched in various contexts worldwide, fostering opportunities for mutual learning from diverse educational systems in a dialogical and democratic manner.

ENHANCING PROFESSIONAL COMPETENCY VALIDATION FOR EDUCATIONAL WORKERS (leveraging international experience for Ukraine)

The exchange of knowledge and experiences between nations has become imperative for sustainable development and progress today. Ukraine nowadays seeks to enhance the validation process for professional competencies of educational workers. Drawing upon the practical experiences of countries like China, various European nations, the United States, can offer invaluable insights and strategies to optimise Ukraine's educational system. The article aims to present the experience of different countries that by adopting it for education workers` professional competency validation equips Ukraine with a comprehensive toolkit to address the challenges. In particular, the validation of PR China`s (known for its emphasis on rigorous educational standards and competency validation processes), EU`s (diverse educational systems of UR countries offer a rich tapestry of approaches to competency validation), US (accreditation processes and performance-based assessments), Baltic Countries (progressive education policies and commitment to quality assurance) experience, can not only enhances the quality and innovation within Ukraine's educational system but also positions Ukrainian professionals on the global stage. The article as well pays attention not only to benefits that this or that abroad professional validation systems adoption can give Ukraine nowadays, but also makes prognoses as to its practical possibility and possible difficulties.

Education Curriculum Comparison between Private and Public Schools in China

The Chinese educational system has seen dramatic transformations in recent decades, with the rise of private schools as a competitive alternative to the traditional public sector. The purpose of this research was to compare and contrast the curriculums of public and private schools in China. The results imply that private schools in China prioritize personalized instruction and student innovation while state schools prioritize exam prep and tried-and-true techniques. As compared to public schools, which focus on teaching the basics, private schools have greater leeway in creating their curricula and providing a richer selection of extracurricular options for their students. The research also shows that foreign schools in China place a greater focus on English language skills and global views than either private or public schools in the country. These institutions provide a wider variety of courses taught mostly in English. The study emphasizes the significance of recognizing and appreciating different teaching methods and learning styles, as well as the role of extracurricular activities in developing students' social and emotional skills and calls for a more adaptable and diverse education system that can accommodate the individual needs and interests of students.

From Ideal to Practical—A Design of Teacher Professional Development on Socioscientific Issues

As consensus towards teaching science for citizenship grows, so grows the need to prepare science teachers to pursue this goal. Implementation of socioscientific issues (SSI) is one of the most prominent theoretical and practical frameworks developed to support scientific literacy and preparing students as informed citizens. However, implementation of SSI holds great challenges for science teachers. Longitudinal professional development (PD) programs were designed to overcome these barriers, yet at the same time many educational systems lack the resources, both in terms of budget and time to meet such intense programs. In this paper, we introduce a design of a short-term PD course that was conducted in Israel. The PD was specifically tailored for secondary school science teachers, with the goal to support them in implementing SSI. Employing an educational design research framework, we tested our PD design over a span of three consecutive years. Through an iterative design process, we were able to make modifications to the program based on data collected and analyzed from the previous year. The structure of the PD is based on four SSI aspects: (a) introduction to SSI, (b) argumentation in SSI context, (c) SSI operationalization, and (d) science communication. In this paper, we provide detailed explanations for each of these aspects, justify the changes made to the PD design, and highlight both promising and less effective strategies for engaging teachers in SSI. Ultimately, we propose a comprehensive SSI PD model that can effectively prepare teachers to take their initial steps in implementing SSI, while remaining adaptable to diverse educational systems.

Sosiologi Pendidikan Sebagai Ilmu Pengetahuan

In the Indonesian context, the sociology of education is becoming increasingly relevant because Indonesia has a complex and diverse education system, and there are still many challenges that must be faced in improving the quality of education. Educational issues cover various aspects related to education, such as access to education, quality of education, and educational disparities. In this study, literature studies were used to find sources of information to find scientific research based on relevant literature on the topic in question and theory. This type of library research is related to library data collection, obtaining information from various libraries, one of which is scientific journals. The implications of the sociology of education in education are that education must consider social factors such as social class, gender, race, and religion in designing educational programs that are more inclusive and effective.
 Key words: Social, science, education, interaction

Research on the Difference in Talent Cultivation Between Chinese and Foreign Educational Systems

After a long time of exam-oriented education, China's educational system has great limitations in cultivating various types of talents. However, society needs compound elites to develop. Due to different national conditions and economic development, diverse structures were employed in different countries. This paper aims to explore what are the differences, why the differences exist, and how diverse educational systems affect students. The interview was adopted as a research method for this paper. Five respondents from all over the world were found to finish the research and to make the comparison more referential. The outcome demonstrated that the educational systems have a crucial influence on many aspects, including their attitude toward life, personality, and career choice. The impacts of all those aspects led their lives in completely different directions. Through the result, it is apparent that if a country wants to drive social development and progress, it needs to modify its educational system constantly and reasonably.

Who is the Most Educated Person in the World

Identifying the most highly educated person in the world is challenging due to the diverse educational systems and degrees offered worldwide. This article discusses the difficulties in evaluating academic excellence and proposes potential metrics to assess the most highly educated person. It acknowledges the limitations of traditional ranking systems and explores alternative approaches to measuring educational quality. Despite these challenges, the article highlights Professor Nikolaos Tzenios' outstanding academic achievements, making him a leading contender for the title of the most highly educated person. The Official World Records (OWR) recognized Professor Nikolaos Tzenios as the "Most Highly Educated Person in the World".

Innovations, Challenges and Future Directions in Nature of Science Research: Reflections from Early Career Academics

There has been sustained research interest in the role of early career researchers in advancing the field and the challenges that they face. However, efforts to document lived experiences of researchers working in a specific research area within science education have been scarce. This paper considers the meaning of innovation in the context of nature of science (NOS) research, drawing from a collective reflection of five early career academics from different backgrounds. After discussing the sources of our motivation to innovate in NOS research, we identify four distinct pathways of innovation. These pathways include (1) delving into specific aspects of NOS in greater depth, (2) exploring the interface of NOS and other established research areas, and (3) using NOS to address pressing social issues, and (4) expanding the methodological repertoire of NOS research. We illustrate these four modes of research innovation using examples from our own work. Barriers to early-career innovation such as the absence of NOS in curricula and initial teacher education, the lack of time to engage with practitioners to develop and implement instructional resources, and the underrepresentation of diverse education systems in NOS research literature are discussed.

Critical thinking in the national curriculum and teacher education in South Korea: a missing link

ABSTRACT Critical thinking (CT) is an essential quality promoted in educational policies across diverse education systems, yet there has been little effort to clarify its meaning and significance at the policy level. Because such clarification is essential to derive meaningful implications for preparing teachers for CT, this study critically analyses the conceptualisation of CT in two interrelated key policies—the national curriculum and teacher education (TE), focusing on the South Korean context. From a combination of quantitative and qualitative content analyses on pertinent policy documents, a serious inconsistency is found between the national curriculum and TE in terms of their understanding and presentation of CT. Although CT is presented in several subject syllabi as an important skill in attaining the curriculum vision, it is greatly marginalised in TE. This study contends that because the meaning of CT is ambiguous and has a lower status than other curriculum-based skills, this could lead to ignorance of it in TE. To identify the specific knowledge and skills that would build teachers’ capacity for teaching CT, further clarification of CT regarding its definition, pedagogical meaning and relationship with other comparable skills is thus necessary at the policy level.

The Societal and Educational Transformation Projects The Middle East’s Educational Construct-The Case of the Lebanese Specific Diverse Educational System (LSDES)

This paper uses the author’s Applied Holistic Mathematical Model (AHMM) and specific research and development approach to support activities and decision making (Trad, & Kalpić, 2020a) in the case of the Lebanese educational system. The historical nation of Semite tribes has influenced humanities and their corresponding civilizations for thousands of years. Their legacy includes, education, culture, seafaring, commerce, arts, languages, sciences, creativity, perseverance, and many other fields. Their migrations, curiosity, talent, and their unique holistic vision on major domains of evolution, culture and education, made them transform the Middle East Area (MEA) and other parts of the world; these transformations made humanity advance. This intellectually curious nation includes the: Arameans, Hebrews, Phoenicians, Akkadians, Arabs from the Arabian Peninsula (AAP), Babylonians, Assyrians, Syriacs and other Yemenite tribes. These tribes initially inhabited the lands of Shem (bilad el -Shem), drawing their common origins from the southern Yemenite inlands. They are probably the oldest structured, globalized, and networked civilization that established the first global communication infrastructure and educational eco-systems. They have chosen the Middle Eastern Area (MEA) and the Mediterranean Coast (MC) as a jumpstart for their unique and fulgurant expansions, to reach various parts of the world. Their innovative temperament, culture, discipline, skills, and education, enabled them to develop complex domains, like, technology, maritime navigation, massive constructions, architectural undertakings, the evolution of monotheistic religion(s), alphabet (abjad), evolution of language(s), pure and applied mathematics, sciences, commerce, networked finance, and many other fields. These fields were originated and developed by this exceptional and enduring nation of tribes, which used Aramaic as their lingua franca. From their origin until today, they faced many fatal challenges, confrontations, genocides and even risks of extinction. As the targeted subject is complex and inflammable, the focus is set on the Semite-Phoenicians (SP) or the modern Lebanese, their complex heritage, and their specific educational and multi-cultural system(s). SP’s heritage, education, and culture has spread throughout the MEA and much further. SPs inhabited the region of Lebanon that extended from Tyrus to the Nordic city of Tripoli; knowing that since thousands of years, Lebanon designates a region and is only country that has never changed its name. SP city states were avant-garde posts for their expansion in the world to reach the Americas. These well-organized and unconventional expansions brought them cultural, societal, economic successes and have done major changes in the newly discovered regions. This paper’s presented facts gave the Lebanese societal advantages that are felt in their Educational System (ES) and this paper will try to present the Case of the Lebanese Specific Diverse ES (LSDES).

Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems

BackgroundThe current study investigates school contextual effects on students’ academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang). The two school contextual effects are studied simultaneously to negate the confounding effects of student and school socioeconomic status (SES), academic self-concept and academic achievement. The study focuses on the following research questions:Are there differences in the between-school variation in school SES composition, academic self-concept and reading literacy across the Nordic and selected Chinese education systems?What are the sizes of peer SES and BFLPE in the Nordic and Chinese education systems?Are there any differences that can be observed between the 2000 and 2018 data for the Programme for International Student Assessment (PISA) in the first two questions for Denmark, Finland, Norway and Sweden and Hong Kong?MethodsUsing PISA 2000 and 2018 data from Denmark, Finland, Norway, Sweden, Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang (in 2018 only), a multiple-group two-level structural equation modelling was applied to estimate the school contextual effect.ResultsThe current study indicated that school academic and socioeconomic segregation intensified over the two decades in most of the studied countries. This finding lays the groundwork for understanding the two schools’ contextual effects. School SES compositions positively affected students’ academic achievement, while average school achievement negatively affected students’ academic self-concept. Given that students’ academic and socioeconomic composition has become more homogeneous within schools, the contextual effects were more pronounced. However, variations across diverse education systems were also notable.ConclusionsThe current study adds evidence of the school contextual effects regarding the peer SES effects and robustness of the BFLPE, considering the nested structure of the data and diverse cultural milieu. We argue that these diversities reflect the varying extent to which educational reforms were introduced in different countries, here as oriented to marketisation, privatisation and choice. These reform actions have changed the composition of students at schools and school culture, which moulds individual students’ cognitive and noncognitive development.

VARIOUS ADVANTAGES IN EDUCATION

Education is the main factor for every country or nation to excel in global competition, it is also an investment in the future that will be profitable. Various improvements to the education system have been implemented and are close to achieving their goals. The quality education system is actually the spirit of the teachers as the executor of education. Teachers are the key to quality education and the most important factor in the teaching and learning process. This study provides an overview of various problems, advantages and disadvantages of education, differences and similarities between Indonesia's education system and foreign countries. Literature review is the method used in this research. The results of the study show that the advantages of education in Indonesia are (1) a diverse education system; (2) Transparent education system; (3) The curriculum is prepared directly by the experts. Weaknesses; (1) Educators who are not evenly distributed; (2) Educational facilities that are not evenly distributed; (3) The curriculum is still theoretical. Education in Indonesia places more emphasis on learning to read, write, and count for early childhood, learning time is very busy, always giving assignments at home. While abroad, early childhood education places more emphasis on playing and interacting to explore their environment, students only study in class about 30-40% and the rest is spent playing and interacting with their friends, not giving assignments or homework. The similarity is to focus on sharpening students' character intelligence, increasing students' practical abilities which will be needed in the future.

Prophetic Instructional Strategies: A Pedagogical Framework for the Contemporary Academics

Prophet Muhammad (PBUH) was not only the preacher of a new religion and the leader of a new community but also an effective teacher, a passionate supporter of learning, and a pioneer of modern education. Islam is a revealed and knowledge-based religion that promotes learning and in which every person regardless of caste, class, color, and gender is obliged to get an education. The early Muslims were passionate about education as they were influenced by Prophet Muhammad's outstanding teaching methods and tactics. The Holy Prophet (PBUH) used every tool and approach available to transmit knowledge to people. The methods and strategies used by the Holy Prophet and the early Muslims in their academic endeavors are examined in this study. This paper explores Hadith literature on instructional methods and proposes a dynamic synthesis of Islamic pedagogical principles, particularly prophetic precepts, with academic ideas of modern education. Such synthesis is compatible with the manifestations of Prophetic precepts spanning Muslim history, and it would provide an explicit Islamic pedagogical framework for teachers, many of whom are from quite diverse educational systems. The research aims to study instructional techniques employed by Holy Prophet (PBUH) in order to promote a modern education system.

Factors affecting students' learning from a design‐based implementation research project in diverse education systems

AbstractThis article reports on quantitative findings from a design‐based implementation research (DBIR) project Carbon TIME that focused on teaching carbon cycling at multiple scales, from atomic‐molecular to global. We report results from a large dataset from diverse schools, including 59,654 student assessments of three‐dimensional learning aligned with Next Generation Science Standards collected in classrooms of 133 middle‐ and high‐school teachers over a 4‐year period. We used a subset of these data to investigate factors related to students' learning in this large and diverse set of classrooms. Our findings included: First, Carbon TIME's curriculum and professional development were associated with substantial improvements in overall student achievement; within classrooms students with lower pretest scores had higher learning gains. Second, differences among individual teachers accounted for more of the variance in student learning gains than other measures including school demographics and students' prior knowledge. Third, school demographic factors (percent free and reduced lunch and percent marginalized students of color) had statistically significant but small effects on students' learning. Finally, sustained investment and participation were important; student learning gains improved across years for the project as a whole, and for individual teachers as they gained experience and participated in professional development. These findings contribute to programs of systemic changes to support three‐dimensional science learning.

Türkiye’de Mesleki Eğitimi Güçlendirmek için Atılan Yeni Adımlar

Eğitim sistemlerinde mesleki eğitim farklı yaklaşımlarla kurgulanmakta olup kısa vadede en fazla beklentinin olduğu bir eğitim türünü oluşturmaktadır. Bu nedenle özellikle işgücü piyasası ile uyumunu güçlendirmek için üzerinde sürekli revizyonlar yapılmaktadır. Türkiye’de de mesleki eğitim, eğitim gündeminin sürekli ana maddelerinden birisi olmuştur. Mesleki eğitimin güçlendirilmesi için yıllardan beri çok farklı projeler gerçekleştirilmiştir. Özellikle, 1990’lardan itibaren 2000’li yılların ilk onlu yılları boyunca mesleki eğitim mezunlarının yükseköğretime erişimlerini kısıtlayan katsayı uygulaması mesleki eğitimi travmalı bir döneme sokmuş, işgücü piyasası ve toplum nezdindeki algısını olumsuz etkilemiştir. Bu hasarın ortadan kaldırılması için katsayı uygulaması sonlandırılmış ve ayrıca çok sayıda adım atılmıştır. Özellikle 2018 yılı sonunda açıklanan 2023 Eğitim Vizyonu sonrasında mesleki eğitimde sorunların çözülmesi için oldukça kapsamlı ve sistematik adımlar atılmıştır. Üç yıl gibi kısa bir sürede önemli dönüşümler sağlanabilmiş ve hem işgücü piyasası hem de toplum nezdindeki algısı pozitif yönde değişmiştir. Bu çalışmada, bu dönemde yaşanan iyileştirmeler kısaca ele alındıktan sonra mesleki eğitimde yaşanan iyileştirmelerin yaygınlığını artırmak ve sürdürülebilirliğini sağlamak için Milli Eğitim Bakanlığı tarafından uygulamaya konan yeni projelerin hedefleri ve alınan mesafeler değerlendirilmektedir. Ayrıca, 2021 Mart itibarıyla açıklanan ekonomik reform paketinde mesleki eğitim merkezlerini güçlendirmek için atılacak adımlar ele alınmaktadır.

A case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives

Study/Teach abroad experiences, are shown to impact prospective teachers’ beliefs and values, offering exposure to diverse educational systems and teaching philosophies. This qualitative exploratory case study aimed to investigate the impact of the Comenius language assistantship program on the sociolinguistic perspectives and meaning schemes of Turkish pre-service teachers of English, in different intercultural educational contexts in Europe between 2011 and 2014. It incorporated both English as a Lingua Franca (ELF) and World Englishes (WE) perspectives. The theoretical framework in the study is Mezirow’s (1991) transformative learning theory. The data, collected via semi-structured interviews and reflective journals, were analyzed via content analysis. The findings indicated that although their social and educational backgrounds affected their interpretations of international teaching experiences, participants seemed to share an overarching sociolinguistic perspective. Changes emerged in four meaning schemes: inclusive pedagogical practices, teaching and learning English from the ELF- and WE-aware perspectives, creative and critical thinking activities, as well as intercultural awareness. The study underscored the necessity of integrating the following issues into pre-service language teacher education programs: intercultural awareness, competence, and communication, as well as linguistic and cultural diversity. The findings also emphasized the teacher educators’ role as facilitators in terms of enhancing the transformative potential of the international teaching experiences.

Las transiciones a la educación secundaria post obligatoria en Cataluña: Un análisis desde la sociología de la política educativa

Las transiciones a la educación secundaria post obligatoria son centrales para explicar el grado de selectividad social de diferentes sistemas educativos. El caso de Cataluña es especialmente relevante porque el sistema educativo se organiza de forma comprensiva hasta el final de la educación secundaria obligatoria, momento en que por primera vez se separa a los estudiantes en dos itinerarios diferenciados: el académico y el profesional. El objetivo del artículo es analizar desde una perspectiva de la sociología de la política educativa, cómo se configura esta transición desde un punto de vista estructural, institucional y discursivo. En concreto, se exploran tres grandes ámbitos de análisis: la estructura del sistema, la planificación de la oferta educativa y los modelos de orientación. El análisis se basa en 28 entrevistas en profundidad a policy-makers y stakeholders del área de educación postobligatoria de Barcelona. Los resultados ponen de manifiesto la importancia que adquiere la articulación político-institucional de diferentes sistemas educativos, con sus contradicciones, tensiones y omisiones, en la configuración de diferentes oportunidades de transición educativa.

Youth Unemployment and The Rentier Economy in Brunei: Lessons from Norway

This study is a comparative analysis between two rentier economies namely Brunei and Norway. Brunei is an oil-rich country however currently experiencing growing youth unemployment; recorded at 28.4%, the highest value recorded by International Labour Organization (ILO) so far for Brunei over the years. This qualitative study uses focus groups to investigate the issue of youth unemployment and occupational aspirations. The thematic analysis conducted revealed that occupational aspirations of youths in Brunei are very much related to the economic conditions, more specifically the rentier economy. This gives rise to a ‘rentier mentality’ of youths in Brunei whereby there is a tendency for youths to aim towards prestigious occupations. Norway’s education and labour market policies can be seen as a role model for Brunei due to its similar rentier economy and more so for having one of the lowest youth unemployment level in the world i.e. 9.4% in 2017. This study found that the key lessons from Norway for Brunei lie in the diverse education system which not only focuses on the academics but places greater emphasis on vocational training and entrepreneurial skills. This results in youths that are ready for the labour market and a smooth transition from education to work.