Educational Change Research Articles

A Roadmap for Integrating Sustainability into Software Engineering Education

The world faces escalating crises: record-breaking temperatures, widespread fires, severe flooding, increased oceanic microplastics, and unequal resource distribution. Academia introduces courses around sustainability to meet the new demand, but software engineering education lags behind. While software systems contribute to environmental issues through high energy consumption, they also hold the potential for solutions, such as more efficient and equitable resource management. Yet, sustainability remains a low priority for many businesses, including those in the digital sector. Business as usual is no longer viable. A transformational change in software engineering education is urgently needed. We must move beyond traditional curriculum models and fully integrate sustainability into every aspect of software development. By embedding sustainability as a core competency, we can equip future engineers not only to minimise harm but also to innovate solutions that drive positive, sustainable change. Only with such a shift can software engineering education meet the demands of a world in crisis and prepare students to lead the next generation of sustainable technology. This paper discusses a set of challenges and proposes a customisable education roadmap for integrating sustainability into the software engineering curricula. These challenges reflect our perspective on key considerations, stemming from regular, intensive discussions in regular workshops among the authors and the community, as well as our extensive research and teaching experience in the field.

How Can Degrowth Be a Powerful Driver for Educational Change – Seen from a Nordic Point of View?

The article’s ambition is to illuminate the central arguments of the degrowth movement and analyze how these arguments might be relevant within the context of Nordic education. Applying the concept of topos – shared knowledge within a community – the article aims to provide an overview of recurring themes and lines of argument related to degrowth in education. The research problem here is the lack of clarity regarding how degrowth principles are understood, taught, and reflected in Nordic educational contexts. To investigate this, the article poses two key research questions: How are the education-related thinking patterns of degrowth reflected in Nordic education research? How do education-related thinking patterns of degrowth interact with Nordic educational philosophies? The article aims to answer these questions by comparing arguments related to degrowth with those related to Nordic educational philosophies and practices. It will use a two-step empirical approach to analyze the current state of degrowth-related education research in the Nordic region. The study concludes by discussing potential reasons for the limited research on this topic and outlining future research directions.

New Developments in Transformative Learning

ABSTRACTRooted in nearly five decades of scholarly research, transformative learning theory explores how individuals construct and reinterpret their experiences, leading to profound change. This chapter delves into the foundational principles of transformative learning within adult education, highlighting its significance and broad applications. It starts with a definition of transformative learning, moves through traditional perspectives, reviews effective practices, addresses critiques, and calls for a unified theory and metatheory. It concludes with an overview of recent scholarly contributions. The chapter outlines the evolving nature of transformative learning, emphasizing its theoretical developments and the ongoing efforts to synthesize various perspectives. As the field progresses, the pivotal role of transformative learning in fostering deep and meaningful change in adult education is continually reinforced.

EDUTOURISM FOR CHILDREN OF JERUKLEUEUT VILLAGE WITH NATURAL SPACE CHILDREN GARDEN PROGRAM

Edutourism is an innovative approach combining education and tourism, which can bring about positive changes in children's education in rural areas. This article examines the "Natural Space Children Garden" educational tourism program in Jerukleueut Village and its impact on developing the village's children. This research involves surveys, interviews, observations, and qualitative and quantitative data analysis. The results of the study show that this program has a significant positive effect on children's understanding of the natural environment, sustainable agriculture, and social skills. They also experienced an increased interest in learning and felt a closer connection with nature. The program also provides benefits to the village community in the form of jobs and increased environmental awareness. The Natural Space Children Garden in Jerukleueut Village is a successful example of how edu-tourism can change the way children in rural areas get an education. By combining education and nature experience, the program provides invaluable benefits to children, village communities, and the environment.

Exploring Sports Films and SDG4 from a Cross-Cultural Perspective: A Comparative Study of Leap (2020) and Dangal (2016)

Objective: The aim of this study is to explore the educational values in sports films Leap (2020) and Dangal (2016) and their contributions to audience identity formation, with a particular focus on promoting SDG 4. Theoretical Framework: This research is grounded in cultural dimension theory and social identity theory, examining how educational narratives in these films contribute to equality in education, gender equality, and social inclusion, which are key aspects of SDG 4. Method: A mixed-methods approach combining content analysis, sentiment analysis, and cross-cultural comparison was employed. Audience reviews from platforms such as Douban were analyzed to capture emotional responses and cultural identification with the educational themes in both films. Results and Discussion: The discussion and findings indicate that Leap and Dangal highlight the intersection of cultural values and SDG4, illustrating how breaking gender biases and promoting equal opportunities contribute to social transformation across diverse cultural contexts, while resonating with global audiences through universally relatable narratives. Research Implications: This study contributes to the understanding of how sports films can serve as educational tools in shaping audience perceptions about equality in education, gender equality, and social responsibility, aligning with SDG 4. Originality/Value: This research provides a novel cross-cultural perspective on the educational impact of sports films from China and India, offering valuable insights for future research on the global role of cinema in promoting quality education and social change.

Avaliação da aprendizagem no ensino superior em saúde

Learning assessment is an important pedagogical component interconnected to teaching. Assessment supports the teacher in guiding the teaching-learning process. Based on its attributes, methods, and functions (formative, summative, and informative), assessment adds information about student performance and guides the decisions of educational institutions. This article presents basic concepts of learning assessment, integrating them historically within the context of education through pedagogical approaches, paradigms, and perspectives specifically within the health field in higher education. Reflecting on the historical changes in health higher education, it becomes evident that assessment needs to be recognized as a mechanism for regulating education while promoting and solidifying curricular restructuring.

Pendidikan Transformatif: Tantangan Mutu dan Kompetensi Guru Bahasa Indonesia di Banyuwangi

Transformative learning creates changes in an individual's perspective, making individuals more mature and mature in thinking and acting, based on cognitive, rational, affective and affective processes, as well as communicative and social aspects which aim to make a person smarter and more critical. The importance of teacher competence and quality in the world of education has a big influence on student success. This research aims to determine the role and innovation of transformative education in improving quality and competence as well as transformative education strategies in improving the quality and competence of Banyuwangi Indonesian language teachers. This research uses qualitative research methods with the type of microethnography. The data collection techniques used include participant observation, structured interviews, qualitative notes, and documentation. Researchers used data analysis using the Miles Huberman flow with four stages including; data collection, data reduction, concluding research data, and data verification. Research states that teachers must be able to improve the quality and competence of education along with changing times. Changes in education can begin with the presence of teachers who are qualified and able to have competitiveness in terms of quality and competence.

Our Unrealized Imperative: Integrating Mental Health Care into Hospice and Palliative Care.

The field of Hospice and Palliative Medicine (HPM) has its roots in the principles, promulgated by Dame Cicely Saunders, that patient and family are the unit of care and that comprehensive integration of physical, psychological, social, and spiritual care is necessary to address suffering in all its dimensions. Although we aspire to provide comprehensive care for our patients, most hospice and palliative care (HPM) physicians lack basic competencies for identifying and managing patients with psychological distress and mental health distress and disorders, a growing segment of our clinical population. In this article, I argue that we are not living up to the founding values of our field in how we practice, how we educate our trainees, our research, and in how we pursue our own professional development as faculty. The history of our field, the nature of our clinical workforce, the culture of PC, and our educational programs all contribute to our current practice model, which is not adequate to meet the mental health needs of our patients. I propose strategies to address these challenges focused on enhancing integration between psychiatry/psychology and HPM, changes in fellowship education and faculty development, addressing the stigma against people with mental health diagnoses, and addressing system and cultural challenges that limit our ability to provide the kind of comprehensive, integrative care that our field aspires to.

Strategic intersectional identity management strategies amidst identity threats: insights from U.S. Latina nonprofit CEOs

PurposeThis study identifies the strategic intersectional identity management (SIIM) behaviors that Latina nonprofit CEOs engage in to navigate hegemonic spaces.Design/methodology/approachData were collected via semi-structured life history interviews with Latina CEOs of nonprofit organizations and analyzed using critical race feminist thematic analysis grounded in critical race theory (CRT), Latinx Critical Legal (LatCrit) theory and feminist theory. Counterstorytelling methods reveal Latina CEOs’ SIIM behaviors and challenge dominant narratives of leadership.FindingsLatina CEOs recounted experiences of identity threats and their identity manifestations and suppression strategies within five contexts: white supremacy hotbeds, liberal white supremacist spaces, pan-ethnic Latinx communities, white feminist spaces and women of color (WOC)-led workplaces.Research limitations/implicationsThis study focuses on Latina CEOs of nonprofits, a distinct context which shares many similarities with for-profit CEO roles. We use a small sample size that, while appropriate for our methodology, limits generalizability.Practical implicationsThis research provides valuable insights for practitioners, including board members, donors, staff and coalition partners. It highlights the need for changes in board development, funder education and transformative allyship among coalition partners.Originality/valueThis paper offers SIIM as a way to challenge monolithic constructions of Latinidad and advocates for intersectional analyses and nuance when studying and supporting Latina leaders.

Evaluation of online training to promote peer diffusion of climate change activism in the US

Enacting policies to reduce greenhouse gas emissions requires climate change activism (CCA). CCA behaviors include volunteering/donating to organizations addressing climate change and lobbying policymakers. However, effective methods to promote CCA are not well understood. In August 2022, 622 US adults participated in a randomized control trial and one-month follow-up to assess the efficacy of the Climate Change Activism Peer Educator Training Program, a brief one-time training that aims to train people to talk to their social network members about engaging in CCA. Participants reported high levels of satisfaction. The CCA training increased self-efficacy in having conversations about CCA but did not significantly impact the frequency of communicating about or engaging in CCA. Study findings suggest that future CCA interventions target people motivated to take action about climate change for peer educators, tailor training modules to social network characteristics, integrate prompts to reinforce behavior change, and provide easy and specific targets for CCA.

Research on the Application of the Internet of Things in Optimizing the Allocation of Ideological and Political Education Resources Using Machine Learning

This paper evaluates the application of the Internet of Things (IoT) in designing smart teaching systems by optimizing ideological and political education (IPE) resources using machine learning (ML). To increase educational reform’s efficacy, we also examine the issues with conventional IPE instruction. This study further develops a cutting-edge, smart framework for teaching ideological and political concepts in the educational setting and changes teaching according to real-life scenarios. Comprising the perception, network, and application stages, the IPE platform is a three-layer IoT architecture. The IoT and internet connections are used by the technology to receive effective IPE instructional activity information in real time. After that, the data are sent over the internet to the data center, where it is used as the initial information for applications, analysis of information, and modeling training. We are able to collect and acquire IPE teaching activity data sets on instructive and educational developments in courses by using IoT devices. The principal component analysis (PCA) approach is used to remove interface characteristics, date, and time elements from the data to increase the evaluation’s correctness. To remove noisy information from the data, the z-score normalization method is used. In addition, this paper suggests a novel efficient Cat Boost method inspired by hunter–prey optimization (AHPO-ECB) for evaluating IPE performance. In this case, the AHPO approach is employed to reduce the misprediction rate of the CB. The suggested model is then used to analyze the predicted performance using a Python program. The results of the experiments indicate that, in comparison to other models currently in use, the suggested AHPO-ECB model performs at the highest level when assessing IPE teaching performance.

Addressing Youth Delinquencies through Theatre: A Critical Study of Tor Iorapuu’s Had I Known

This article examines Tor Iorapuu’s Had I Known… through content analysis as a compelling example of Theatre for the Youth (TFY) and its ability to address real-life challenges faced by adolescents. The choice of the play is because it brings the struggles of Nigerian adolescents to life, tackling issues like juvenile delinquency, peer pressure, and the lack of open discussions about sex education. The play uses relatable stories and creative techniques, like flashbacks and puppetry, to tackle sensitive topics such as sex education, peer influence, and juvenile delinquency. By drawing from the lived experiences of young people, the play creates a safe space for open discussions about the struggles and pressures they face. It also highlights the importance of bridging the gap between youth and society, particularly when it comes to taboo topics like sexuality and family life. The findings of this article underscore how theatre can be a transformative tool for education and social change, inspiring not just young audiences but also parents, teachers, and policymakers to rethink how they engage with and support the younger generation.

RESEARCH STATUS, HOTSPOTS AND EVOLUTİON İN THE FİELD OF ONLİNE MUSİC EDUCATİON: A BİBLİOMETRİC REVİEW

ABSTRACT In the contemporary era of swift informational advancement, the rapid progression of digital technology has become especially significant, profoundly reshaping numerous fields. Globally, the demand for personalized learning, an emerging educational model, is increasing day by day, while the discussion and pursuit of unified educational standards are also gradually strengthening. This parallel pursuit of educational diversity and standardization reflects society's expectations and demands for high-quality education. Against this backdrop, we have witnessed the transformation of educational models, particularly the widely recognized and valued importance of collaborative learning and the sharing of educational resources. This trend is not only evident in traditional educational practices but also significantly manifested and developed in the field of online education. In this wave of educational change, the online music education sector has attracted widespread attention with its unique charm and potential. Music education, as an artistic form rich in creativity and emotional expression, has provided learners with brand-new learning experiences and possibilities through its online trend. However, despite the rapid development of online music education, existing research lags, particularly in the quantitative and empirical analysis of bibliometric indicators such as influential authors, popular topics, and evolutionary trends. To fill this gap, our research utilizes abundant data from the globally authoritative Web of Science (WOS) database. Through systematic literature review and analysis, we aim to reveal the core content and characteristics of the online music education field. In this process, we employ VOSviewer, a powerful analytical tool, which helps us gain a deep understanding of multiple dimensions within this field, including the distribution of authors, geographical contributions, key journals, co-occurring keywords, and co-cited references. Through this series of in-depth analyses, we not only clearly depict the current status of the online music education field but also reveal its frontier hotspots and future evolution trends. The insights from this study aim to provide scholars and educators in this field with a comprehensive and multidimensional perspective, serving as a strong reference and guidance for their future research and work.

AI 시대에 미술을 가르치는 사람 : 미술교사의 역할 재탐색

This study aims to deeply understand the transformation of art teachers' roles when actively utilizing AI technologies in art education within the context of the digital transition in education. By designing AI-centered lessons and conducting art creation sessions in gifted art education settings, the research seeks to capture and analyze the nuanced experiences of various practitioners involved in these classes. The study first theoretically examines the changes in art education and the roles of art teachers in the age of AI. It then analyzes a Focus Group Interview (FGI) with four art teachers to construct a discourse on the unique roles that only art teachers can fulfill in this age. The study identified three roles unique from art teachers in the age of AI: ‘facilitating moments of pause’, ‘posing questions’, and ‘respecting and adapting to differences’. This allowed for a reconsideration of the roles of art teachers within the context of the times, facilitating an exploration of the meaningful roles and professional expertise that art teachers can bring to an uncertain future society. The study has several implications. First, the process of creatively implementing new forms of lessons can lead to a reconsideration of art teachers' professional identity. This stems from fundamental questions about their essence as educators and provides an opportunity to reaffirm the unique roles and expertise of art teachers in the age of AI. Second, despite the transformative changes in educational environments brought about by AI, the intrinsic roles of art teachers remain constant and are evolving into more complex and multidimensional forms. As the role of teachers remains central to education amidst technological advancements, there is a need for ongoing discussions on how art teachers can reflect on and fulfill their roles in the age of AI.

Evolution of the Model Core Curriculum for Pharmacy Education and Issues Concerning the Six-year Pharmacy University Education Program

The six-year pharmacy university education program that began in 2006 was guided by the Model Core Curriculum for Pharmacy Education which started as process-based education. It was first revised in 2013 and further revised in 2023 to provide outcome-based education. There remains a need to develop a consistent six-year curriculum spanning basic science to clinical pharmacy. The overall goal is to develop problem-solving abilities; however, there are still many challenges to overcome. There has also been little progress in incorporating the basic qualities required of pharmacists into pharmacy education programs. In conjunction with the revision, guidelines have been established for practical pharmacy training, and the promotion of participatory, experiential training. However, the results are still insufficient. This article examines changes in pharmaceutical university education over the past 15 years and proposes future pharmacy education solutions.

Editorial: The Heart of Learning: Embracing Change in Education With Empathy and Innovation

The educational landscape is experiencing a period of transformation, shaped by advancements in technology, shifts in student demographics, and the ever-growing emphasis on well-being and inclusivity. As we navigate these changes, it is essential to reflect on the trends driving the evolution of pedagogy and institutional practices. According to Mowreader (2023) faculty and administrators are grappling with how to best implement technological tools while maintaining student engagement and academic integrity. One prominent examp0le is the increased use of artificial intelligence (AI) in both administrative tasks and instructional design. While AI has the potential to streamline processes, it also brings challenges in ensuring ethical use and maintaining human-centered teaching. In an era where AI is rapidly transforming the educational landscape, one thing remains constant: good teaching, at its core is social. While AI offers new tools and possibilities, it does not replace the fundamental elements that define effective education.

Is death included in international education guidelines? Towards education for a more conscious life

ABSTRACT The awareness of death and finitude define an educational field that is crucial yet absent from national curricula. Here we enquire into its presence in the guidelines of the international bodies that are most influential in educational and curricular change: Scientific and Cultural Organization (UNESCO), The Organization for Economic Cooperation and Development (OECD), and the World Bank. The objective was to determine whether death was included in the educational guidelines of these bodies in recent years. The study design was documentary, with analysis of both quantitative and qualitative data. We explored the presence of 24 chosen terms in documents having an influence on objectives and proposals for educational change and development. Our results showed that in the documents studied there were no educational guidelines or approaches that included death. We may conclude, then, that the pedagogical approaches of these organisations do not address the need for education for a more conscious life, embracing the educational dimension of death.

Choosing new careers: patterns of occupational change within vocational education and training and fulfillment of career aspirations in Germany

This study investigates occupational changes in the German vocational education and training system among “stopouts,” i.e., individuals who terminate their training prematurely and switch to another occupation. We examine whether occupational changes are related to the fulfillment of career aspirations and changes in key occupational characteristics such as gender typing, social status, and task profiles. Utilizing longitudinal data from the German National Educational Panel Study and employing latent class analyses, we scrutinize patterns of change in occupational characteristics across different social categories. Results indicate that the majority of stopouts switch to occupations more aligned with their career aspirations, reflecting individual agency in career development. We identify two types of latent classes of occupational change: one in which characteristics remain more or less consistent with the previous position, reflecting practices of fine-tuning, and another showing notable task profile differences compared to the previous position. The latter primarily concerns medium-educated individuals who face a wider array of career opportunities compared to their lower-educated counterparts. Our findings emphasize the dynamic nature of career decision-making and stress the need for support for individuals undergoing career transitions. Career counselors and practitioners can use these insights to encourage alignment with individual occupational aspirations, address career compromises, and promote exploration based on interests, particularly among individuals with a medium-level education and diverse career options.

Teacher education encounters climate change and critical mathematics education

In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. Taking CME and Active Network Theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analysed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student teachers. In some instances, these actants suggest ways of doing that contradict each other. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.

Devolved education policymaking in the UK: a four jurisdictions perspective

This short paper addresses the pace, ebb and flow of policy moves in education in the context of the continuing process of political and administrative devolution in the UK. The concept of policy making is explicitly approached as a process. Given the potentially broad policy arena, the focus is necessarily selective and restricted to policy for schools. The paper identifies areas of policy mobility and immobility drawing on the concepts of ‘policy mortality’ ‘drift’, ‘paralysis’ and ‘reversal’ (Gunter and Courtney, 2023; Béland et al., 2016; Gallagher, 2021). This brief review aims to show how policy possibilities in the four closely-linked jurisdictions are influenced by varying degrees of coordinative capacity, ministerial influence, policy styles and advisory systems, and the power and influence of potential veto players. Critical attention is afforded to the enactment of the principle of subsidiarity in relation to education change. Rather than progressive linear advance, the paper notes three alternate moves: continuing tension between central control and local autonomy in education governance in Wales and Scotland, paralysing policy drift from political division in Northern Ireland, and rapid acceleration of market-oriented change in England.