Diverse Learning Environments Research Articles

“The Intersection of Human Rights and Education: Challenges and Opportunities”

Overview: This study explored the intricate relationship between human rights and education, delving into the challenges and opportunities that arise at their intersection. It begins by elucidating the fundamental connection between education and the realization of human rights, emphasizing education’s role in fostering informed citizenship, promoting equality, and empowering individuals to exercise their rights. Body of Knowledge: The study examined the multifaceted challenges encountered in ensuring that education systems worldwide uphold human rights standards, including issues such as discrimination, inadequate access, curriculum bias, and the suppression of dissenting voices. Furthermore, it highlighted the intersectional nature of these challenges, particularly affecting marginalized communities such as minorities, girls, and persons with disabilities. Methods: The study population comprised general citizens, teachers, officials from DEBS office, officials from HRC, and the pupils from selected schools in Lusaka district. A sample composed of 200 respondents who were selected using purposive and simple random sampling technique. Interviews and questionnaires were used to collect data. This study used descriptive analysis to analyze the data. Qualitative and Quantitative techniques of data analysis were used, and data was presented on the analytical tools such as tables, figures and charts. Results: Despite the obstacles that come with exercising human rights, the study also identified various opportunities for advancing human rights through education. These include the integration of human rights education into formal curricula, the promotion of inclusive and diverse learning environments, and the leveraging of technology for broader access to quality education. Recommendation: Government and stakeholders should work towards creating educational systems that not only transmit knowledge but also foster a culture of respect for human dignity, equality, and justice.

Factors shaping the choice in chemistry: insights from undergraduate students within a societal context

There is a decline in recent years in the number of students studying chemistry in higher education. Many studies have been conducted on elementary and high school students' choice with fewer focusing on the factors that influence undergraduate students to choose to major in chemistry. Research also indicates that belonging to a minority group influences the choice of pursuing science. Despite a higher percentage of Israeli Arab students studying chemistry in high school compared to Israeli Jewish students, the percentage of those who continue to study chemistry in higher education is small. They also lack sufficient representation in academia and industry. Analyzing the similarities and differences in the perceptions of Israeli Jewish and Arab students may shed light on the societal aspect and its role in shaping chemistry participation. This led us to ask the following questions concerning undergraduate chemistry students: (1) What are the factors that influence undergraduate chemistry students to choose a chemistry career? (2) What are the differences between Jewish and Arab undergraduate chemistry students in choosing chemistry career, if any? (3) How do the factors that influence chemistry career choice correlate, if at all? Guided by the social cognitive career theory (SCCT), we used quantitative and qualitative methods to identify and analyze factors and categories. These factors and categories were related to personal and environmental themes and influenced third-year chemistry undergraduate students to choose a chemistry career. 117 third-year undergraduate chemistry students took part in this research. The findings indicate that there are six major factors in choosing a career in chemistry by undergraduate students, which are divided into two themes, a personal theme, and an environmental theme. Our study shows that ‘self-efficacy – scientific/chemistry learning’ is secondary to students’ desire to complete an academic degree. The influence of their friends and family and extrinsic motivation related to rewards/status/prestige are more influential as well. When exploring differences between Israeli Jewish and Israeli Arab societies, our findings revealed variations in the factors influencing career choices. Our findings have practical implications for educational institutions aiming to foster a diverse and inclusive learning environment in chemistry education.

Accelerating the Appropriate Adoption of Artificial Intelligence in Health Care: Prioritizing IDEA to Champion a Collaborative Educational Approach in a Stressed System

In a dynamic healthcare landscape, healthcare professionals (HCPs) must be proficient in artificial intelligence (AI). The Clinician Champions Program was created to address these AI education gaps. Over six weeks, three cohorts participated in this interprofessional program, featuring weekly assignments and a capstone project. This study employs a qualitative descriptive approach to assess the program’s effectiveness in enhancing knowledge, confidence, and skills in AI integration. With a 78% completion rate among 158 clinicians, the program utilized engaging methods, including case studies, capstone projects, and reflective learning to meet diverse learning needs. It also emphasized ethical considerations (e.g., IDEA framework) and the importance of extending educational opportunities to various healthcare professionals. The findings highlight the necessity of a diverse, equitable, and inclusive learning environment to bridge AI education gaps in healthcare. The program’s success supports the idea that enhancing AI knowledge and fostering confidence can lead to meaningful AI discussions in healthcare practice. This research offers insights for educators and institutions aiming to address the evolving healthcare needs through innovative interprofessional educational approaches.

Mapping The Trends Of Inclusive Education In Higher Education: A Bibliometric Review Using R Software

Inclusive education in higher education, is vital for creating a diverse and equitable learning environment, ensuring equal opportunities for individuals with diverse abilities and backgrounds. This approach enriches the overall educational experience, fostering global readiness in students for a diverse society. This article utilizes bibliometric analysis with R software to track trends in studies concerning the integration of inclusive education in higher education, drawing data from the Scopus database spanning 2013 to 2023. The findings reveal that the growth of scholarly publications on the implementation of inclusive education in higher education experiences fluctuations. The Sustainability Journal (Switzerland) emerges as the most prolific publisher of articles on this subject, with the University of Nottingham being the most productive affiliate. The United States stands out as the most productive country, and the article titled "Sustainability Strategy in Higher Education Institutions: Lessons Learned from a Nine-Year Case Study" by Ramisio et al. holds the distinction of being the most cited. This research outlines inclusive education in higher education for interested scholars, emphasizing current challenges and potential opportunities in implementing it, particularly in Islamic higher education. The article acknowledges limitations that could be addressed through broader metadata sources and a more extended publication timeline. Furthermore, the novelty of this research is no previous researcher has explored inclusive education in higher education using bibliometric analysis.

Effects of Memrise on Vietnamese EFL Students’ Vocabulary: A Case Study at a College in a Rural Area

Understanding the role of English language acquisition in developing the socioeconomic status of Vietnam forms the backdrop for this study, which seeks to shed light on the potential benefits of technology-assisted vocabulary learning. Based on this context, this study employed a mixed method of quantitative and qualitative design attempting to investigate the vocabulary development of college students (n=23) who were treated by the use of Memrise (Experimental group) in combination with a traditional teaching method compared to their counterparts (n=24) who were taught by a traditional teaching method (TTM) (Control group) without the use of this application. Students’ thoughts about the benefits and challenges of Memrise for their vocabulary learning after the treatment were also investigated. The study yielded noteworthy results on multiple fronts. Quantitatively, data collected from the vocabulary post-tests showed that the experimental group significantly outperformed the control group in their vocabulary scores. Qualitatively, interview data indicated that Memrise positively impacted students’ motivation and interest for vocabulary learning, suggesting its effectiveness in addressing the particular problems of engagement and retention in vocabulary acquisition. However, there were logistical challenges, particularly in rural settings. Factors like unstable internet connections and inadequate mobile devices adversely affected the quality of learning experiences with Memrise. By focusing on these elements, this study highlights key pedagogical implications and underscores the value of technological interventions in language learning, offering insights into addressing infrastructure barriers and tailoring e-learning methods to diverse learning environments and needs.

Unpacking the epistemic injustice in English medium instruction: an ethnography of Bangladeshi students’ language ideologies in China

ABSTRACT Despite extensive EMI research worldwide, few studies focus on stakeholders’ EMI experiences through the lens of epistemological stance. Informed by ‘epistemic injustice’, this study examines the epistemic nature of EMI policy by examining Bangladeshi students’ language ideologies to understand whose languages, knowledge, and voices are (mis)recognised and (de)legitimised in an EMI programme. Drawing upon an ethnographic study, data were collected through classroom observations, semi-structured interviews and relevant policy documents at a university in Southwest China. The findings revealed that the implementation of EMI policy shaped and influenced Bangladeshi students’ language ideologies of English monolingual ideology and native-speaker ideology, thus reinforcing and contributing to epistemic injustice. The results demonstrate the necessity to consider the epistemological nature of social (in)justice in policy formulation and implementation, and how it is manifested by shaping the language ideologies of micro-level stakeholders. The findings provide insights into understanding EMI policy from a social justice perspective with implications for decolonial EMI policymaking and curriculum. By identifying and challenging the dominance of English and Western epistemologies in EMI education, the study provides insight into developing and embracing more inclusive and diverse learning environments that better reflect the needs and perspectives of students from various linguistic and cultural backgrounds.

Strategies to Succeed with Inclusion in a Diverse Learning Environment

Even though inclusion is a strong principle in the Norwegian educational system, there are challenges when it comes to creating inclusive learning environments. This study investigates the following: a) What challenges are there in the learning environment in primary school from a teacher’s perspective, and b) what strategies do teachers employ to address these challenges and create an inclusive learning environment? The framework for data collection in this study has been a project called SAMM: A Systematic approach to work with mastery, participation, and motivation, where a method based on health promotion theory and self-determination theory has been developed and applied. Ten teachers were interviewed, after applying a five-step method where the students identify what is important for them, success factors and obstacles, and make plans regarding what to focus on and what to do. The teachers interviewed applied the five-step method with focus on life mastery, subjects, or the social environment. A summative, traditional content analysis has been conducted, based on categories identified in a preliminary study, which investigates challenges and solutions in a diverse learning environment from a student’s perspective. The three main categories in the analysis were relational challenges, structural challenges, and individual challenges. The study concludes that it is important to work systematically and over time to create an inclusive learning environment. In line with different studies that have investigated interventions for children with behavioural problems in middle school, it is also recommended to facilitate self-regulation and choice-making to create an inclusive learning environment.

Value-based frameworks and peace education in faith-neutral, faith-based and faith-inspired schools in Islamabad: a comparative analysis

ABSTRACT This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia’ Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks? The findings of the study reveal that all three types of schools possess the potential to foster peace education. However, each school employs a unique approach based on its underlying ethical framework. This study underscores the importance of considering the ethical frameworks of educational institutions when devising peace education programs and policies. Furthermore, it emphasizes the significance of cultivating an inclusive and diverse learning environment that nurtures respect for varying moral frameworks and cultivates critical thinking concerning ethical dilemmas.

Building Sustainable Character through Community-Based Environmental Education

This study aimed to investigate the effectiveness of community-based environmental education programs in promoting sustainable character development among participants. The research utilized a mixed-methods approach, consisting of both quantitative and qualitative data collection and analysis. The sample consisted of 50 individuals aged 18-30 who had participated in community-based environmental education programs within the past year. The results showed a significant improvement in participants' attitudes, knowledge, and behaviours related to sustainability after participating in the community-based environmental education programs. Qualitative data from the interviews provided further insights into the specific aspects of the program that were most impactful for participants. The findings support the effectiveness of community-based environmental education programs in promoting sustainable character development among participants and highlight the importance of creating inclusive and diverse learning environments that recognize and value different perspectives and experiences related to sustainability issues. Future research should continue to explore the long-term impacts of community-based environmental education programs on participants' behaviour and attitudes towards sustainability, as well as the broader societal and environmental benefits of these programs

Teachers’ Competencies in Developing Digital Educational Escape Rooms

The development of digital educational escape rooms (DEERs) by teachers presents many advantages for student learning and engagement. By developing DEERs, teachers have the opportunity to customize the learning experience and align it with specific curricular goals and with the students’ needs. Teachers can select the content that is relevant to the subject matter, and ensure that the puzzles and challenges within the DEERs promote the desired learning outcomes. Furthermore, a digital platform of DEERs enables a large group of students to play simultaneously, or to access the game remotely, and by this allows adjusting diverse learning environments to students’ needs. For these reasons, it is crucial to understand the necessary competencies teachers need to possess to develop a successful DEER. This paper highlights these competencies, in order to promote dedicated training programs for teachers and encourage the adoption of the DEER educational approach in teaching.

Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

This chapter examines the relationship between language ideologies, language education policies and linguistic landscapes in education. Our context is co-located Swedish- and Finnish-medium schools that share the school building but function as separate and administratively monolingual units. Basic education in Finland is organized separately for both national languages and the separation has been considered crucial to shelter Swedish as a de facto minority language. Therefore, co-located schools have raised some critical voices but more recently also increasing interest as multilingual learning environments. In this chapter, we examine co-located schools with a focus on linguistic landscapes and how they enable and constrain multilingual social practices and language learning. We conclude that even if co-located schools provide a linguistically diverse learning environment, the utilization of these linguistic resources for the purposes of language learning requires long-term planning.

Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to the Community

This study explored the Youth Leadership/Peer Tutoring program at Refugee and Immigrant Transitions (RIT), a community-based non-profit organization in Northern California. It includes 12 semi-structured interviews with refugee and immigrant youth leaders. Bringing together works on Community Cultural Wealth (with the addition of Migration Capital) and Critical Refugee Studies collectively as a conceptual framework, this study highlights three themes: (a) commitment to community, family, and giving back; (b) encouraging communication and cultivating a pan-newcomer community; and (c) leadership as commitment to community and positive, collective futurities. Data support a strengths-based framework when working with refugee and immigrant youth as they transition and adjust to their new school environments and communities. All 12 participants were refugee and immigrant newcomer youth who participated as youth leaders/peer tutors in RIT’s Youth Leaders/Peer Tutoring program. Countries of origin included Burma (Karen), Bhutan, Nepal, China, and El Salvador. As scholars and practitioners in the field, we are seeing an increased need and demand for more scholarship in this area through a strengths-based lens, as evidenced by calls from educators and school/district administrators requesting support and resources. We submit this article at a time of growing numbers of immigrant and refugee youth in schools in the United States, including non-diverse school environments that are unprepared (and sometimes unwilling) to receive newcomer youth. Our hope is for this study to reveal possibilities for extending welcome and mutual support through a strengths-based lens within diverse newcomer peer learning environments.

A Learning Ecology Perspective of Energy Literacy among Youth: A Case Study from Alabama High Schools

Developing energy literacy and pathways for youth to clean energy careers are vital for sustainable development, aligning with various Sustainable Development Goals (SDGs), from climate action to quality education. Despite the increasing focus on nurturing energy-literate youth, there is a lack of comprehensive insights into how students develop their energy literacy within diverse learning environments. This study addresses the research question of what factors across various learning environments play a significant role in the development of energy literacy among youth. To address the research question, we develop a conceptual framework for understanding the development of energy literacy among high school students based on a learning ecology perspective. Focusing on students’ energy literacy, encompassing information search, attitudes, behaviors, and knowledge of energy, we examined the influence of school-based clean energy program participation, virtual information sources, and interactions with peers and family. Furthermore, we conducted an empirical analysis to identify factors associated with energy literacy among high school students from Alabama high schools. The student sample was intentionally recruited from case study high schools in Alabama that implemented a clean energy education pilot project. This sample includes both program participants and non-participants who completed pre- and post-program surveys, resulting in a total of 189 survey responses. Findings indicate a positive association between the school-based clean energy program and a significantly higher increase in energy-related information searches among program participants compared with non-participants. The virtual learning setting, especially video platforms, was also significantly associated with students’ energy-related information searches and positive attitudes toward energy. Findings also indicate that family relationships and pre-existing STEM interests significantly determine youth energy literacy. These findings provide valuable insights for the development and expansion of future energy education programs. If the energy education program incorporates these crucial learning factors and establishes an interconnected learning environment, the convergence of multiple learning aspects within the program can foster a synergistic learning ecosystem for youth energy literacy.

Bridging the Divide: Advancing the Science and Art of Teaching Reading in Diverse and Inclusive Classrooms

The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial intersection: the empirically supported science of reading and the ever-present need for diversity, inclusion, and multi-modal literacies in our classrooms. As the dialogue around literacy shifts toward science-based methods, the articles in this issue pose a pivotal question: How can these scientifically grounded methods be incorporated into diverse and inclusive learning environments? Our contributors approach this conundrum from multiple angles—examining ESOL co-teaching strategies, leveraging picturebook biographies for inspiration, implementing culturally relevant pedagogies, and providing practical teaching tips for diverse classrooms. Through a carefully curated ensemble of articles, we challenge traditional paradigms and advocate for a literacy education that is scientifically rigorous yet deeply sensitive to the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms. The content serves not just as a timely response to ongoing debates in literacy education but also as a catalyst for future innovations that harmonize the science with the art of teaching reading. This issue aims to inspire a shift—from mere motivation to deep-rooted inspiration, from monolingualism to multilingualism, and from traditional to culturally responsive pedagogical practices.

FOSTERING COMMUNITY ENGAGEMENT TO ADDRESS RACISM: DEVELOPMENT AND IMPLEMENTATION OF A SERVICE-LEARNING CURRICULUM FOR PEDIATRIC RESIDENTS.

In recent years, there has been a call for Academic Health Centers to increase community engagement to address racism. 1 Blanchard A.K. Blanchard J.C. Suah A. et al. Reflect and reset: Black academic voices call the graduate medical education community to action. Acad Med. 2022; 97: 967-972 Crossref PubMed Scopus (6) Google Scholar Alongside didactic education and building a diverse learning environment, community engagement allows trainees to better understand the structural underpinnings of inequities and better recognize their own biases to create a framework for how to improve care for marginalized populations. 2 Khazanchi R. Keeler H. Strong S. et al. Building structural competency through community engagement. Clin Teach. 2021; 18: 535-541 Crossref PubMed Scopus (8) Google Scholar Community-based service learning (CBSL), a teaching strategy that combines community service with “explicit learning objectives, preparation, and reflection,” 3 Seifer S.D. Hermanns K. Lewis J. Creating community-responsive physicians: Concepts and models for service-learning in medical education. American Association for Higher Education, 2000〈https://files.eric.ed.gov/fulltext/ED449734.pdf〉 Google Scholar is one methodology that can be used to give participants the opportunity to engage with the local community while also learning about the context in which the service is provided.

Learning analytics in formative assessment: A systematic literature review

This systematic review examines the use of learning analytics (LA) in formative assessment (FA). LA is a powerful tool that can support FA by providing real-time feedback to students and teachers. The review analyzes studies published on Web of Science and Scopus databases between 2011 and 2022 that provide an overview of the current state of published research on the use of LA for FA in diverse learning environments and through different delivery modes. This review also explores the significant potential of LA in FA practices in digital learning. A total of 63 studies met all selection criteria and were fully reviewed by conducting multiple analyses including selected bibliometrics, a categorical meta-trends analysis and inductive content analysis. The results indicate that the number of LA in FA studies has experienced a significant surge over the past decade. The results also show the current state of research on LA in FA, through a range of disciplines, journals, research methods, learning environments and delivery modes. This review can help inform the implementation of LA in educational contexts to support effective FA practices. However, the review also highlights the need for further research.

For Educational Inclusiveness: Design and Implementation of an Intelligent Tutoring System for Student-Athletes Based on Self-Determination Theory

Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT. Therefore, our paper explored how to build an SDT-based ITS for student-athletes to enhance their academic engagement and motivation. A two-stage experiment was conducted for: (a) identifying academic challenges faced by student-athletes in an online ITS; (b) evaluating the effectiveness of an SDT-based ITS design; and (c) exploring how autonomy, competence, and relatedness design affect their motivation. Results revealed that student-athletes face three challenges in learning in ITS: inflexible technology, identity missing, and mismatched learning difficulty. However, a significant improvement in academic engagement and motivation was shown when student-athletes faced an SDT-based ITS. In the meantime, the athletic motivation, which leads them to higher athletic performance, remains preserved and unaffected, showing a favorable outcome for student-athletes. This paper can provide practical implications for building a more inclusive and diverse learning environment for student-athletes.

The implications of generative artificial intelligence in academic research and higher education in tourism and hospitality

The purpose of this study is to critically review the effect of generative artificial intelligence (GAI) tools on higher education and research in the tourism and hospitality (TH) field. This manuscript identifies capabilities and implications of these GAI applications through a theoretical lens. GAI adoption in TH education can facilitate personalized learning experiences, enhance the technological competence of students, and foster a more diverse and inclusive learning environment. For academic research, GAI-enabled technologies may revolutionize data collection, analysis, and writing in a myriad of ways. However, there are multiple ethical and legal concerns associated with adoption that must be considered. At the end of this paper, we propose ten discussion questions aimed at stimulating conversation about adoption of GAI tools in TH education and research.

Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile

Foreign language anxiety (FLA) is a distinct form of anxiety that plays a significant role in the process of acquiring a foreign language. This study aimed to assess the anxiety levels of Chilean undergraduate learners and investigate the potential correlations between foreign language anxiety and oral performance in two distinct learning settings: traditional in-person instruction and online learning. Employing a mixed methods research design, the study incorporated an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) survey, an oral task, and semi-structured interviews. By triangulating the quantitative and qualitative findings, it was found that there were moderate discrepancies in anxiety levels, with in-person students exhibiting higher levels of anxiety. Furthermore, negative correlations were observed between oral performance and foreign language anxiety, primarily in the context of foreign language learning situations and processes. The outcomes of this study augment the existing body of research on foreign language anxiety in diverse learning environments and hold potential to enrich future pedagogical practices.

Enhancing students’ hyperactivity disorder through physical education classroom design and blended teaching: a research study

Background Hyperactivity disorder significantly affects their academic and mental health. The research aims to explore whether the design of physical education classrooms using blended learning can have a positive effect on students’ ADHD psychology.Subjects and MethodsParticipants were selected from a school and divided into an experimental group and a control group. The experimental group experienced a blended teaching approach within the physical education classroom, combining conventional sports activities with interactive e-learning resources. In contrast, the control group followed a traditional physical education classroom design. Data collection tools comprised a hyperactivity disorder questionnaire and psychological assessment tools, with Epidata 2.0 employed for data processing.ResultsThe scores of hyperactivity disorder in the experimental group were significantly lower than those in the control group. The average ADHD score of the experimental group students decreased from the initial 6.78 to 3.92, while the average ADHD score of the control group students decreased from the initial 7.12 to 6.28. The difference between the experimental group and the control group was verified to be statistically significant using appropriate statistical methods.Conclusions The incorporation of blended learning within the physical education classroom design yields a positive impact on students’ hyperactivity disorder psychology. The integration of traditional sports activities with interactive e-learning resources establishes a more diverse and adaptable learning environment. This approach enables students to channel excess energy effectively, thereby enhancing their focus and self-regulation capabilities.