Community Education Research Articles

One Step at a Time: Incremental Approaches to HIV Prevention

HIV prevention remains a global priority, with diverse strategies continuously developed to address the needs of high-risk populations. Incremental approaches—emphasizing gradual, step-by-step advancements—are gaining traction as an effective method to tailor interventions, increase accessibility, and foster long-term engagement. These strategies build on existing resources, adjust to unique local contexts, and prioritize community involvement, making them especially impactful in resource-limited or culturally diverse settings. By setting measurable, short-term goals, incremental approaches offer a sustainable pathway for reducing HIV transmission rates. One significant example of incremental HIV prevention is the phased implementation of Pre-Exposure Prophylaxis (PrEP), which has shown remarkable results when introduced progressively to high-risk groups. Alongside PrEP, behavioral interventions such as safe-sex education and harm reduction for injecting drug users are adapted incrementally to shift cultural norms and reduce stigma. Biomedical innovations, like microbicides, are similarly introduced in stages, with user feedback and adherence monitored to enhance real-world effectiveness. By allowing for community-specific refinements, these interventions become more accepted and impactful. Keywords: HIV Prevention, Incremental Strategies, PrEP, Behavioral Interventions, Community Education

Low-Cost Approaches in Neuroscience to Teach Machine Learning Using a Cockroach Model.

In an effort to increase access to neuroscience education in underserved communities, we created an educational program that utilizes a simple task to measure place preference of the cockroach (Gromphadorhina portentosa) and the open-source free software, SLEAP Estimates Animal Pose (SLEAP) to quantify behavior. Cockroaches (n = 18) were trained to explore a linear track for 2 min while exposed to either air, vapor, or vapor with nicotine from a port on one side of the linear track over 14 d. The time the animal took to reach the port was measured, along with distance traveled, time spent in each zone, and velocity. As characterizing behavior is challenging and inaccessible for nonexperts new to behavioral research, we created an educational program using the machine learning algorithm, SLEAP, and cloud-based (i.e., Google Colab) low-cost platforms for data analysis. We found that SLEAP was within a 0.5% margin of error when compared with manually scoring the data. Cockroaches were found to have an increased aversive response to vapor alone compared with those that only received air. Using SLEAP, we demonstrate that the x-y coordinate data can be further classified into behavior using dimensionality-reducing clustering methods. This suggests that the linear track can be used to examine nicotine preference for the cockroach, and SLEAP can provide a fast, efficient way to analyze animal behavior. Moreover, this educational program is available for free for students to learn a complex machine learning algorithm without expensive hardware to study animal behavior.Significance Statement This method demonstrates a novel utilization of machine learning using free cloud-based programming to analyze cockroach behavior in a linear track. This educational program can be implemented in the classroom as a low-cost tool to teach neuroscience and machine learning. Further, implementing these computational tools allows students to explore important questions in behavioral neuroscience, such as learning and memory, drug seeking, and exploratory locomotor behavior.

Belonging in the Law Classroom: Preliminary Reflections from a South Australian Case Study

This article reports the findings of the Belonging in the Law Classroom Project (Belonging Project) – a qualitative research project undertaken during 2022 with the support of an UniSA Early Career Researcher Teaching and Learning Grant. The Belonging Project aims to improve the experience and retention of first-year Law students by better understanding and fostering their sense of belonging in the online or physical classroom. The idea that students can and need to belong to a higher education community has become engrained within higher education policy and practice. Past studies have identified a strong causal link between students’ sense of belonging at University and student retention. This has led to a sustained focus on developing institutional strategies to improve student engagement, largely focused on extra-curricular supports or activities, but less focus on what happens in the classroom to foster student belonging. By focusing on student belonging in the classroom, and enacting dialogic approaches to provide students with opportunities to talk and explore within the classroom setting, as well as connecting with their life worlds and funds of knowledge to help students identify the existing skills and resources that they bring to the law studies, the Belonging Project provides a fresh perspective for teaching staff to understand student retention and engagement This article will explore some of the practical frameworks, exemplars and resources complied during the Belonging Project to provide first year law teachers with building blocks that they can utilise to foster student belonging in their classroom.

Fostering Young Entrepreneurs: Family Support as the Cornerstone of Intentions

The present study investigates the influences of perceived family support (PFS), perceived desirability (PD), and perceived feasibility (PF) on entrepreneurial intentions (INT) among youth in both urban and rural settings. Grounded in the Entrepreneurial Event Model (EEM), this research highlights the complex interplay between individual and social factors that shape entrepreneurial aspirations. The EEM underscores the critical roles of PD and PF in predicting entrepreneurial intentions alongside the propensity to act. A quantitative research methodology was employed, utilizing a cross-sectional survey design with a diverse sample of 291 youth aged 16-24 years, including university students from both urban and rural areas. Data were collected through paper-based surveys distributed across educational institutions and community centers. The results reveal significant direct effects of PD (β = 0.318) and PF (β = 0.380) on INT, confirming the importance of cognitive factors in entrepreneurial decision-making. Furthermore, PFS positively influences both PD (β = 0.334) and PF (β = 0.469), highlighting the multidimensional role of family support. Notably, both PF and PD serve as mediators in the relationship between PFS and INT, underscoring the critical role of family dynamics in shaping the entrepreneurial aspirations of young individuals. This study contributes to the EEM by reaffirming PD and PF as crucial predictors of INT while illustrating how PFS enhances these perceptions. The findings emphasize the importance of family involvement in nurturing entrepreneurial intentions, suggesting that targeted programs to engage family support could strengthen the entrepreneurial ecosystem. Additionally, this research prompts future investigations into other external factors influencing perceived desirability and feasibility, thereby broadening the applicability of the EEM across diverse contexts.

From Multicultural Experiment to Performing “China's Story”: Complying With Shifting Norms at a Chinese–Hungarian Bilingual School

ABSTRACTAdopting a broad understanding of compliance as adherence to norms, this study examines the role of the Chinese–Hungarian Bilingual School in Budapest in the propagation of institutional, educational, and civic norms, through an anthropological inquiry into the discourses and practices embraced and enacted by teachers, parents, and students. Set up by bilateral agreement between China and another state, the school we discuss is a unique K‐12 educational institution that exemplifies both the potential and the complexity of harnessing education for the globalization of Chinese institutional, educational, and civic norms. Against the background of Hungary's “Opening to the East” and China's “going global,” we situate our study at the intersection of foreign propaganda, institutional globalization, and education. The node of contact created by the encounter between the Chinese and Hungarian education systems, each struggling with their own paradoxes and mediated by China's overlapping frameworks of foreign propaganda and overseas Chinese policies, stands at the center of our inquiry. By analyzing the daily interactions among students, parents, and educators, the article focuses on the borrowing, appropriation, rejection, and coexistence of dual sets of norms. In contrast to Confucius Institutes, where interaction is typically between Chinese instructors and non‐Chinese students, the school, with its diverse community of Chinese and Hungarian educators, parents, and students, fosters a complex environment where Chinese teachers and students actively participate in norm propagation while also being influenced by it. Similarly, Hungarian teachers and students emerge as active contributors beyond their role as recipients, showing the context‐dependent and oftentimes unexpected nature of the adoption or rejection of norms.

What Did We Miss? The Case of a Failed Behavioral Threat Assessment Protocol

Educational leaders and school communities are currently facing numerous challenges due to the widespread surge of violent threats in our schools. This case study is a powerful instrument that will inspire and guide future educational leaders in examining their contingency plans. By accounting for various possible obstacles to executing the threat assessment plan, leaders can significantly impact the future of education. The discussion questions and activity suggestions are designed to integrate educational leadership research specific to the case issues, providing a comprehensive understanding of the topic. Using the organizational accidents framework and Bolman and Deal’s four Frames of leadership, leaders can identify gaps and challenges in their school community, enhancing their ability to pivot in different circumstances.

Boundary crossings: innovating assessment practices in higher education

Purpose Advancing assessment practices represents an underexplored yet integral dimension of further progress for the field of sustainability-related teaching and learning in higher education. This study aims to address this area by seeking to understand the barriers that program leaders and instructors face in advancing assessment practices to identify possible innovations. Design/methodology/approach A conceptual framework centered on boundaries and boundary crossings is used to conceptualize barriers and possibilities in innovating assessment practices. The study then examines how a boundary object, the deliberation of assessment practices among a sustainability education community of practice, can be leveraged to identify boundaries and boundary crossings. Through an exploratory action research approach, data were collected via workshops, interviews and a survey. These were analyzed using reflexive thematic analysis. Findings Six themes were identified as key areas for barriers and possibilities for advancing assessment practices. These themes are: defining sustainability education, practice characteristics, interdisciplinary approaches, transdisciplinary strategies, meeting demands and facilitating innovations. For each theme, status quo practices and potential innovations are described as well as boundary-crossing strategies to enable advances in practice. Originality/value This study considers the conceptual, practical and logistical breakthroughs needed to advance assessment practices across course, program and institutional levels of sustainability-related teaching and learning in higher education. The insights from the study provide considerations for the design and implementation of assessment practices while also suggesting the value of participatory deliberative processes in shaping innovations in practice.

Spatial analysis of malaria cases and Anopheles species in East Java region, Indonesia

Malaria remains a significant public health challenge worldwide, including in Indonesia, particularly in the East Java region. This study aimed to analyse the spatial distribution of malaria cases and Anopheles species that act as vectors in the area. Using an observational design with a cross-sectional approach, data on malaria cases were collected from tiers from the Community Health Centre, District Health Office and Province, all of which were documented on the Ministry of Health's malaria information system for the period 2021–2023. Malaria Vector Distribution Data from the East Java Health Office and the research team directly. Sampling of mosquitoes and larvae was carried out by researchers using a purposive sampling method, which prioritised locations with districts that have a high risk factor for the presence of breeding Anopheles sp., namely, Treggalek District, Malang District and Pacitan District with diverse topography, such as coastal (lagoon), rice fields and hills. The results of the analysis show that the distribution of imported malaria cases in East Java is uneven, with hotspots identified in several areas that have working population mobility from outside the East Java region. The presence of Anopheles species, particularly An. sundaicus and An. maculatus, contributes to their potential as vectors of malaria transmission, with An.sundaicus being more common in coastal areas and An. maculatus in valley and paddy fields. Environmental factors, such as topography of the region, temperature, humidity, and rainfall, influence the variation of Anopheles species. This study emphasises the importance of an ecosystem-based approach to malaria control, as well as the need to improve access to health services and community education. The findings provide important insights for the development of more effective and sustainable health policies in an effort to maintain malaria elimination areas in East Java.

Pola Pendekatan Inovatif dalam Rancang Merchandise Budaya Berbahan Dasar Bungkus Semen dalam Pelestarian Wayang Beber

The preservation of local culture requires a creative and innovative approach. This implementation aims to develop innovative approaches in recycling cement packaging into cultural merchandise as part of the preservation efforts of Wayang Beber. The method used involves Objective Oriented Project Planning (OOPP) through a study on the development of an ideal qualitative pattern that will be implemented to transform cement packaging into high-value economic and aesthetic products. The results indicate that the pattern of developing awareness of the importance of preserving Wayang Beber is not only ideal in implementation but can also serve as a pilot project for real implementation. This finding emphasizes the importance of collaboration between educational institutions and communities in developing creative solutions for detailed cultural preservation through the development of innovative products focused on the circular economy.

Embedding the Flipped Classroom Approach to Support Student Learning in Animal Handling and Clinical Skills: Practical Classes Throughout a Veterinary Curriculum.

A comprehensive bank of flipped classrooms was developed to help students prepare for animal handling and clinical skills practical classes. Flipped classroom is a type of blended learning. In the context of clinical skills, it is designed to provide students with online learning resources prior to attendance at practical classes. The initiative was catalyzed by the pandemic, and the resources continue to be embedded throughout the curriculum. A team approach was used for the development of the bank, and the design embraced relevant pedagogical frameworks and active learning techniques. Feedback was gathered from a small group of students who completed an online form after each practical class throughout the academic year and wrote a reflective piece at the end of the project. Instructors who delivered practical classes participated in focus group discussions. Students particularly liked flipped classrooms that were well designed with a range of content and interactivity. The main benefits for students of the flipped approach were being more prepared and confident, less anxious, and making better use of in-class time to focus on learning skills. One of the main challenges encountered by instructors was managing a group when some students had not done the prework. A few other issues were mentioned, including when the standardized design template was not followed and the workload involved in continuing to enhance and expand the resources. Teamwork and training were crucial to the successful production of the large bank of flipped classrooms. Sharing our experience with the wider education community, within and beyond our institution, continues to be one of team's aims.

Community-Based Plastic Waste Management Model in Bangun Village, Mojokerto Regency, Indonesia

This study aims to design a community-based plastic waste management model specifically for Bangun Village, Mojokerto. Using a qualitative approach through a detailed case study, we gathered rich data from observations, interviews, and document reviews. Our findings reveal that the plastic waste management situation in Bangun Village is fraught with significant social, economic, and environmental challenges. These include inadequate waste segregation, limited recycling facilities, and a general lack of community awareness and participation. The proposed model seeks to address these issues by implementing several key components: community-based plastic waste collection and processing, educational programs to raise awareness and promote sustainable practices, partnerships with external stakeholders such as local government bodies, NGOs, and private sector entities, and institutional restructuring to support and sustain these initiatives. Central to this model is the belief that community education and awareness are crucial foundations for fostering sustainable behavior. By actively involving the community in the waste management process, the model not only aims to mitigate the plastic waste problem but also seeks to provide economic and social benefits to the residents of Bangun Village. This includes creating job opportunities, improving public health, and enhancing the overall quality of life. The strength of this model lies in its ability to integrate community participation, policy support, and external partnerships, making it a robust and effective solution for sustainable plastic waste management. By fostering a collaborative and inclusive approach, the model aims to create a sustainable and resilient community that can effectively tackle the plastic waste challenge while reaping economic and social benefits. In conclusion, the community-based plastic waste management model proposed for Bangun Village has the potential to bring about significant positive changes in the way plastic waste is managed. Through this model, we hope to empower the community to contribute to solving the plastic waste problem while also benefiting economically and socially.

Process of Inclusion of Students From Ethnic Communities In Conventional University Education

This study aimed to analyze the inclusion process for students from the Awajún and Wampis ethnic communities within conventional university education in Peru. A case study design with an interpretative qualitative approach was employed. Data were collected using semi-structured, in-depth interviews with five students—three from the Awajún community and two from the Wampis community—selected through convenience sampling. Additionally, two life histories were documented to provide deeper insight into the students' experiences. The findings indicated that the inclusion process for Awajún and Wampis students is influenced by significant economic, linguistic, and cultural challenges. However, some supportive factors were identified, such as peer feedback, solidarity among students, and financial assistance from the State through the Beca 18 scholarship program. This program, established in 2013, aims to provide financial support to low-income students from rural areas to facilitate access to higher education. Despite these supportive mechanisms, the study concluded that a genuine and comprehensive inclusion process for students from ethnic communities remains lacking. This gap is attributed to the inability of conventional universities to foster dialogic communication that equally values diverse cultural knowledge. The main limitation of this study was the language barrier and communication differences, which may have impacted the depth of understanding of the students' expressions. Future research should involve interviewers proficient in native languages to ensure richer data collection. This study contributes to the limited body of research on the inclusion of students from ethnic communities in conventional universities, offering unique insights from the students’ perspectives.

Implementing New Dementia Care Models in Practice.

Care for patients with Alzheimer disease and related neurodegenerative causes of dementia is in the midst of a transformation. Recent advancements in diagnostics and therapeutics reflect a rapidly evolving knowledge base and represent positive steps for patients and clinicians facing these progressive diseases; however, the complexities of emerging biomarkers and treatment options present challenges that will require systematic adaptations to routine care to facilitate effective incorporation of these options. This article reviews ongoing updates in the assessment and management of neurodegenerative causes of dementia, focusing on practical models for innovation that practices and health care systems can use to implement these new tools. In particular, sustainable adaptation in the field will benefit from a comprehensive approach implemented at local levels, including (1) education of clinicians and communities to refine perceptions about dementia care, (2) multifaceted stakeholder engagement to optimize infrastructure and workflows to the new era, and (3) investments in personnel to address existing and exacerbated gaps.

Sharing the ocean: fostering blue synergies for sustainable whale-watching

Whale-based tourism activities offer unique opportunities for humans to observe cetaceans in their natural habitats. Well-planned experiences can provide educational value and promote respectful enjoyment of marine wildlife. Conversely, poorly managed activities can negatively impact cetaceans by injuring or killing them (through collisions with boats) or altering their behavior, such as resting time, nursing or diving. This study presents an example of designing and implementing a whale-based tourism activity in the Canary Islands (Spain), with the participation of researchers, whale-watching operators and tour guides, public policy-makers, and civil society, with a strong focus on educational values. The coastal communities are crucial in promoting sustainable whale-watching practices through educational initiatives, community engagement, and stakeholder collaboration. The paper employs a process-monitoring approach to evaluate the whole procedure of whale-watching activity implementation. We assume that the success of any tourism activity depends on the process that leads to its creation. The analysis emphasizes the need for careful planning and execution to design and implement marine tourism experiences. Concerns for tourism satisfaction and safety and the need for environmental sustainability challenge the management of whale-watching operations. In this regard, engaging local communities, addressing safety and conservation concerns, and promoting responsible tourism practices are essential for mitigating these challenges and ensuring the long-term viability of whale watching as a sustainable and educational activity.

Edukasi Keamanan Siber Berdigital dengan Aman

The rapid development of digital technology in Indonesia has heightened the need for cybersecurity education to safeguard individuals against prevalent digital fraud. This community service initiative, titled "Cybersecurity: Safe Digital Practices," aims to raise awareness and educate participants about key aspects of digital security. The program covers the fundamentals of cybersecurity, including digital fraud detection, device security, identity protection, and understanding digital footprints. The implementation involved interactive workshops that addressed common cyber threats and equipped participants with practical strategies for safe digital engagement. Methodologies included presentations on real-life cyber-attack cases, discussions on digital fraud tactics such as phishing, pharming, and sniffing, and hands-on sessions for using security tools like two-factor authentication, fingerprint authentication, and device tracking. Participants were encouraged to engage actively, allowing for the immediate application of learned strategies. Results indicate an increased awareness and capability among participants to recognize and counteract digital fraud. Through post-program evaluations, participants reported a significant improvement in their confidence and ability to protect personal information and secure digital devices. In conclusion, this program effectively enhanced the cybersecurity skills of the participants. It is recommended that future programs expand to include more advanced topics, such as cybersecurity for small businesses and data privacy laws. Continued collaboration with educational institutions and community organizations can further disseminate cybersecurity knowledge across broader demographics, ensuring safer digital practices at the community level.

Nurse Managers' Perceptions of Family and Community Nurse Practitioners Joining Primary Care Teams in Spain: A Qualitative Study.

The aim of this study was to explore and describe nurse managers' perceptions of family and community nurse practitioners' impact on primary care teams and public health. A descriptive qualitative study was carried out. The participants were recruited by means of convenience sampling during the months of April and May 2023. 20 nurse managers from different autonomous communities in Spain were interviewed. The data were analyzed following a thematic analysis method using ATLAS.ti nine software. Two main themes and sub-themes were drawn from the data analysis: (1) Nurse managers' view of primary care: (a) The driving force of primary care and (b) Resistance to the integration of family and community nurse practitioners; (2) Proposals for improvement in light of the Family and Community Nurse Practitioner's unique situation. These specialists are highly qualified professionals in primary care teams, whose expertise is evident in how they deliver community and health education activities, empower patients, and lead the training of new specialists.

Re-Examining interprofessional simulation: Using social identity theory to explore the influence of ‘profession’ on interprofessional learning

In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.

Strategies for Teaching Natural Hazards to Children in Rural Communities

This research focuses on teaching strategies for natural hazards in rural educational communities, centring on El Abanico, a seismic region in Argentina with a history of destructive earthquakes. Geomorphological, tectonic, and climatic processes amplify hazards, while socio-economic factors, including a predominantly agricultural economy, informal housing, reliance on irrigation, and limited services, increase community vulnerability.The Tierra del Fuego School serves students from diverse socio-economic backgrounds, and its structure was severely affected by seismic and flood events in 2021. An assessment revealed deficiencies in disaster risk management within the community. In response, an intervention was implemented at the school using educational strategies focused on natural hazards, distinct from formal classroom learning and adapted to the rural context. This intervention engaged children aged 9 to 11 over a year.The objective was to explore children’s understanding of hazards in their territory, develop knowledge through interaction with the physical environment, encourage children’s expression and experiential knowledge, formulate disaster response strategies, foster resilience and preparedness, and analyse the potential for replicating these initiatives in other rural communities.The findings revealed a significant increase in knowledge of natural hazards and risk prevention among both students and teachers. The project culminated in the creation of a book that amplified the children's voices and disseminated the seismic history of the region, fostering improved seismic risk management. The educational strategies are replicable in other rural schools and can positively influence disaster risk reduction strategies while enhancing community resilience.

Commentary: Transforming Mental Health Care in Pakistan through Telemedicine.

This commentary explores the transformative potential of telemedicine in addressing mental health care challenges in Pakistan, particularly in the context of the COVID-19 pandemic. With approximately 34% of the population suffering from various mental disorders and significant barriers to treatment—such as social stigma, poverty, and limited access to resources—telemedicine offers a critical solution for delivering care, especially in underserved rural areas where traditional services are lacking. The article discusses the benefits of remote consultations, including increased accessibility, flexible scheduling, and reduced stigma, particularly for vulnerable populations like women who face additional societal barriers. However, it also highlights key challenges, such as the digital divide, with approximately 45% of the population lacking reliable internet access, and the urgent need for training among mental health professionals to effectively utilize telehealth platforms. The commentary advocates for a comprehensive approach that includes improving technological infrastructure, enhancing digital literacy, and community education to fully harness telemedicine's potential. Future research is essential to evaluate its long-term efficacy and inform policy decisions. Ultimately, telemedicine could play a vital role in reshaping mental health care delivery in Pakistan, fostering greater access and engagement in a post-pandemic world.

Factors contributing to the decline of Animere Language in Ghana

The study aimed to explore the factors contributing to the decline of the Animere language in Ghana by delving into its historical context, linguistic features, cultural significance, and the broader socio-economic dynamics at play. Employing a qualitative research design, the study conducted in-depth interviews with ten respondents from the Animere-speaking community, structuring the interview guide into four sections to focus on specific aspects of the Animere language. Through thematic analysis, the research identified several factors contributing to the language's decline, including external influences like media and education, internal community dynamics, generational shifts, and socio-economic motivations, while also highlighting the deep cultural significance of the language and its role in shaping the identity of its speakers. The study acknowledged limitations in its sample size and geographical scope, primarily focusing on specific regions where Animere speakers reside, suggesting that future research could benefit from a larger sample and a more diverse geographical representation. The findings underscore the need for educational reforms, media engagement, community initiatives, policy interventions, and economic incentives to address the decline of the Animere language. It calls for collaborative efforts involving educators, policymakers, community leaders, and media professionals to rejuvenate and celebrate the rich linguistic heritage of Animere. This research offers a comprehensive exploration of the decline of the Animere language, bridging the gap between linguistic research and socio-cultural dynamics, and provides valuable insights for linguists, anthropologists, policymakers, and community leaders interested in language preservation and cultural heritage.