Educational Change Research Articles

STEM Students’ Motivation, Interest, and Career Direstion Amid New Normal Education: A Narrative Inquiry Research

The abrupt transition of learning modalities and the global health crisis brought by the COVID-19 pandemic have reshaped the learners’ experiences and insights, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. Hence, this study was conducted to explore the stories of senior high school STEM learners on how the new normal education impacted their motivation, interest, and career direction using a narrative inquiry research design. Purposive sampling was used to select twelve participants from a public senior high school offering the STEM strand. A Semi-structured interview guide, which underwent expert judgment, was used to collect data. After securing consent forms, in-depth interviews were conducted via online platforms. Data collected were transcribed, coded, categorised, and thematised, applying Polkinghorne’s analysis of narratives. Results illustrated that students’ (a) motivation has declined, causing discouragement in STEM activities, however, their passion and goals kept them eager; (b) interest was elevated by their constant commitment to STEM endeavours, yet less enthusiasm has become evident; (c) career direction was still definite as fuelled by relevance, though some have restructured theirs due to the drastic change of circumstances. Furthermore, students devised adaptive strategies to further enrich themselves in STEM undertakings such as improving STEM identity, fostering STEM competence and habits, reorganisation of tasks, and peer collaboration. The findings of this study led to the creation of an action plan to further improve the STEM learning experiences of students amid the radical educational change. This research employed a holistic perspective as it considers the nature, aspect, and meaning of students’ narratives.

The Relationship between Cyber Violence and Cyber Sex Crimes: Understanding the Perception of Cyber Sex Crimes as Systemic Issues.

This study examines the relationship between cyber violence and cyber sex crimes, specifically focusing on these crimes as systemic issues among adolescents. The research highlights the severe impact of cyber sex crimes, characterized by the non-consensual sharing of sexually explicit content. It examines various factors that may contribute to witnessing cyber sex crimes, including exposure to violent online content, personal experiences of cyber violence (either as a victim or perpetrator), and the role of parental and teacher interventions. Utilizing data from a nationwide survey conducted by the Korea Communications Commission, the study analyzes responses from 9016 adolescents in 2021 and 9693 in 2022. This analysis reveals significant predictors of witnessing cyber sex crimes and examines how perceptions of cyber violence and interventions of authoritative figures may influence adolescents' perception of cyber sex crimes as either systemic or individual issues. With females disproportionately affected, the findings underscore a gendered aspect of cyber violence. Furthermore, these insights suggest that perceiving cyber violence as a serious issue leads to viewing cyber sex crimes as systemic problems necessitating societal intervention. The study advocates for enhanced digital literacy education and systemic changes to protect adolescents from the widespread threats of cyber violence and sex crimes.

Exploring the adoption of concept-based curricula: insights from educators and implications for change.

Concept-based approaches to curriculum design have been proposed to solve content and curricula overload and promote conceptual learning. Few health professions have adopted this approach and little is known about how to support this educational change. We aimed to understand how nutrition and dietetics educators may navigate proposed education change towards concept-based curricula. We employed an interpretivist approach and in-depth interviews that explored the views of nutrition and dietetic educators towards using a concept-based approach to curriculum. Employing deductive thematic analysis based on the diffusion of innovation theory, data from twenty experienced dietetics educators were analysed. Three main themes were identified; the need for change champions, concerns about change, and the complexity of the education system. Diffusion of innovation theory highlighted that to enact change, the relative advantage and compatibility of the approach with current structures and systems, with evidence from trialling and observing the new approach in action, were needed. Developing education leaders and infiltrating the social system of education through existing communities of practice is critical to enacting educational change.

Maternal education prospectively predicts child neurocognitive function: An environmental influences on child health outcomes study.

A large body of research has established a relation between maternal education and children's neurocognitive functions, such as executive function and language. However, most studies have focused on early childhood and relatively few studies have examined associations with changes in maternal education over time. Consequently, it remains unclear if early maternal education is longitudinally related to neurocognitive functions in children, adolescents, and young adults. In addition, the associations between changes in maternal education across development and more broadly defined neurocognitive outcomes remain relatively untested. The current study leveraged a large multicohort sample to examine the longitudinal relations between perinatal maternal education and changes in maternal education during development with children's, adolescents', and young adults' neurocognitive functions (N = 2,688; Mage = 10.32 years; SDage = 4.26; range = 3-20 years). Moreover, we examined the differential effects of perinatal maternal education and changes in maternal education across development on executive function and language performance. Perinatal maternal education was positively associated with children's later overall neurocognitive function. This longitudinal relation was stronger for language than executive function. In addition, increases in maternal education were related to improved language performance but were not associated with executive functioning performance. Our findings support perinatal maternal education as an important predictor of neurocognitive outcomes later in development. Moreover, our results suggest that examining how maternal education changes across development can provide important insights that can help inform policies and interventions designed to foster neurocognitive development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Reforma educacional e a lei: uma parceria indescritível

Abstract Schools are charged with the Education of society and the legal system provides the rules under which it takes place. When changes in Education are proposed, there is strong likelihood that laws will need to be altered. But the interaction between Education and laws is elusive, full of perplexities and disappointments. The purpose of this essay is to explore the intricacies of this elusive relationship.

Teachers’ Perspectives on the Education Process: Identifying Challenges and Promoting Sustainable Solutions

Abstract The responsibilities of a teacher are diverse and intricate. Societal shifts, political developments, and rapid technological progress have added further layers of complexity to teachers’ daily tasks. The current research endeavors to analyze how teachers, with varying levels of experience and backgrounds, adapt to these changes in education and perceive opportunities for further development. The aim of the article is to study Latvian teachers’ perspectives on education in Latvia and identify areas for improvement. To reach the aim, focus group discussion was conducted involving six teachers from diverse backgrounds. Through content analysis, the study identified the primary challenges facing the current education process in Latvia: 1) prolonged, ineffective educational reforms; 2) challenges in rural education; 3) inappropriate teacher training; 4) the need for adaptive teaching methods; 5) the importance of cooperation among teachers and with parents. Addressing these areas could lead to significant improvements in the Latvian education system. The analysis sheds light on several issues within education, including the dynamics of teacher–pupil roles, the quality of educational outcomes, and pupil attitudes.

Challenges and tasks of the philosophy of physical culture and sports, sports science in modern socio-political conditions

The scientific problem lies in the discrepancy between the self-reflective Western and Eastern traditions of the philosophy of sport and the very real sports process and sports science, and, by and large, the classical understanding of the scope and content of the concept of philosophy as such. The relevance of the study lies in the need to eliminate or «remove» this discrepancy, which at three levels openly complicates the development of the philosophy of sport: firstly, as a philosophy in the classical sense of the word; secondly, as a scientific philosophy; and thirdly, as a scientific philosophy of sports and sports science, and not existential, irrational, hermeneutic and other ideas and experiences about philosophizing thoughts about something vaguely reminiscent of them. The purpose of the study is to construct and briefly justify a classification of the scientific philosophy of sports and sports science from the standpoint of classical philosophy and a dialectical-materialistic worldview, as well as to indicate a short list of its main tasks in the current situation of aggravated military-political confrontation between Russia, East and West. The methodology and organization of the study are based on a comprehensive historical, philosophical and scientific theoretical and comparative analysis, including general scientific operations of grouping, systematization, abstraction, idealization and logical operations of defining and dividing concepts, induction, deduction, analogy, determining truth, proof and refutation, constructing a hypothesis. Research results and conclusions. Gradually but steadily growing since the beginning of the 21st century, global changes in the modern socio-political picture of the world are increasingly clearly and rapidly entailing equally significant changes in education and science (including specialized ones). This article presents a system for constructing the philosophy of sport and sports science, which provides a solution to the full range of modern problems of philosophical analysis and scientific research of sport as: • social phenomenon and institution; • cultural and civilizational mechanism of social evolution of humanity; • a mechanism for preserving and improving a person in his inherent parameters of a social and psychophysiological being; • an outpost for preventing the processes of human deanthropolization. It is easy to notice that this system of constructing the philosophy of sport and sports science in many aspects and in terms of system-forming factors differs significantly from its predecessors, at the same time serving as the basis for their scientific and philosophical criticism — criticism that substantiates the urgent need for a radical restructuring of the entire edifice of the philosophy of physical culture and sports, based on from the modern socio-political challenges addressed to her.

La era de la inteligencia artificial y su impacto en el aprendizaje de habilidades quirúrgicas de grado y posgrado: ¿El futuro de la cirugía?

Educational changes present a challenge for teachers in terms of how to effectively teach and enhance student performance. Surgery demands manual dexterity that reflects critical thinking and the ability to make efficient decisions quickly in complex situations. Artificial Intelligence (AI) is a tool that can enhance the performance of both undergraduate and graduate students and improve clinical outcomes. The role of traditional teaching and the future of surgical education need to be addressed.

Overview of the Development of Art Education in Laibin City, Guangxi Province, from the Perspective of Aesthetic Education Reform and Development

Aesthetic education is a crucial way to guide individuals in society to discover beauty, perceive beauty, express beauty, and create beauty. It is an integral part of China's education policy. The development of aesthetic education reflects the evolution of national policies and the rich academic research results. To gain a deeper understanding of the development trend of aesthetic and art education in China, the researchers conducted a series of studies in Laibin City, Guangxi Province. They detailedly analysed the city's aesthetic and art education, including its historical development and main content. This paper reveals the overall development and changes in aesthetic education in China and the development level in Laibin City schools through a detailed analysis of aesthetic education in Laibin City, Guangxi. The research results show the specific implementation of aesthetic education in local education and provide new research perspectives and ideas for the development history of art education in Laibin City, Guangxi.

The Criticism of Change of Senior Secondary Education After the Implementation of 12-Year Basic Education

The Criticism of Change of Senior Secondary Education After the Implementation of 12-Year Basic Education

Addressing sociodemographic, socioeconomic, and gendered disparities for equity in menopause care

Menopause experiences and care vary widely because of biological, sociodemographic, and sociocultural factors. Treatments for troublesome symptoms are not uniformly available or accessed. Intersectional factors may affect the experience and are poorly understood. Disparities across populations highlight the opportunity for a multifaceted equitable approach that includes patient-centered care, education, and policy change.

"A cuff is not enough": A community-based participatory research approach to soliciting perspectives of African Americans with hypertension and their family members on self-management intervention features.

We aimed to solicit the perspectives of African Americans with hypertension and their family members on the desired features of a behavioral hypertension self-management intervention. Using a community-based participatory approach to intervention design, we conducted four dyadic focus groups, including African American community members with hypertension (n = 23) and their family members (n = 23), recruited from African American-serving Christian churches in a large, southern metropolitan area. We used open-ended questions to elicit participants' perspectives regarding program features they would recommend, intervention delivery, and barriers necessary to address. Our grounded theory analysis identified themes reflecting participants' recommendations for hypertension self-management interventions to enhance health literacy and provide communication training via an accessible, population-tailored, family-based approach, which they believed has the potential to create family-level impact on health across generations. Participants also recommended intervention researchers engage in advocacy (i.e., via physician education and policy change) as part of a broader impact on structural inequities driving worse hypertension and health outcomes for African Americans. The perceptions and recommendations of African Americans with a lived experience of hypertension, as well as their family members, aid in shaping acceptable and efficacious behavioral interventions aiming to promote hypertension self-management behavior while leveraging the unique power of family relationships to create sustained behavior change.

Evaluation of a 4-week interdisciplinary primary care cardiovascular health programme: impact on knowledge, Mediterranean Diet adherence and biomarkers

BackgroundCardiovascular disease (CVD) is the second-leading cause of death among Canadians. Clinical practice guidelines suggest that improvements to lifestyle, including dietary intake, can reduce the risk of CVD.ObjectivesThe primary aim...

The Evolution of Teachers’ Technology Leadership for Educational Change: Emergence, Development and Empowerment

Existing research on teachers’ technology leadership shows a certain evolutionary trajectory: a) emerged when the educational technology leadership transitioned from traditional and popular principals’ technology leadership to a broader perspective of technology leadership roles (teachers as part of technology leaders) (1990s–2005), due to more and more educational stakeholders leading technology integration in their organization; b) focused on teacher-driven technology leadership (2006–2016) since Twomey et al. (2006) adapted the 2000 ISTE standards for teachers, which aimed at driving teachers to develop technology competencies; and c) applied the 2017 ISTE standards for educators to shift research toward a learner-driven teachers’ technology leadership (since 2017), reflecting teachers use technology to empower learners to drive their own learning.

Multidisciplinary perspective on a Finnish general upper-secondary school’s educational change: strengthening and hindering factors

ABSTRACT Sustaining change beyond individual teachers is challenging and understanding factors making educational change effective is needed. We aimed to identify the factors that educators and construction specialists considered influential to educational change of a general upper-secondary school that was under construction and was to meet the pedagogical goals of the concurrently renewed national core curriculum and legislation. The analysis of multidisciplinary interviews (n = 22) conducted during the early phase of the construction process assisted in identifying the factors that the participants perceived as strengthening and hindering educational change. The strengthening factors related to leadership support, collaboration opportunities, and teachers’ professional training, engagement, and transformative agency. The hindrances were constraints that related, for instance, to issues in funding, large group sizes and those that lacked applicable cross-curricular examples. We postulate the need to assist schools and individual teachers in creating conditions for educational change at all levels of municipal education.

Primary school principals’ experiences of the implementation of educational policy change

In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With the study we aimed to provide a deeper understanding of the challenges, facilitators, and complexities encountered by school principals when navigating the implementation of educational policy change within their respective schools. Data were gathered using a qualitative research approach through in-depth interviews with purposively sampled primary school principals selected based on their direct involvement in the implementation of educational policy changes after which the data were thematically analysed. The findings of this study shed light on the multi-faceted nature of policy implementation within primary schools highlighting the pivotal role of school principals as key actors in the process. Additionally, we discovered a range of challenges faced by school principals including their missing voice in the development of educational policies, resource constraints, conflicting stakeholder interests, a lack of support and training, and resistance to change. Nevertheless, the study offers valuable insights into ways in which policy implementation unfolds within the unique context of primary schools. It further suggests a practical policy implementation model for policymakers, educational leaders, and practitioners, offering guidance on how to navigate the complexities of implementing educational policy changes effectively. Ultimately, this study contributes to the broader discourse on educational policy implementation and advances our understanding of the experiences of primary school principals as they navigate the dynamic landscape of policy change within their educational setting.

UNDERSTANDING THE ROLE OF SDG AWARENESS IN SHAPING SUSTAINABILITY ATTITUDES

Unlocking the path to sustainable futures requires an understanding of the interaction between awareness and attitudes towards Sustainable Development. To better understand how students perceive sustainability, we looked at the ideas of 267 Kashmir university students in this study. Their attitudes are found to be strong (M=3.56, SD=0.29) and their levels of awareness are excellent (M=3.41, SD=0.37), with what our findings portray as a positive picture. In addition, this correlation is established between attitudes and awareness as (r=0.58, p<0.01), thus clarifying how the two are interconnected. Interestingly, these feelings are gender-neutral. These findings throw light on how education changes lives and prepares a generation for supporting the SDGs. Results also reveal the pressing need to craft pro-sustainability attitudes through education, an increased role of sustainability education within university curricula for the creation of future leaders in sustainable development who are knowledgeable and involved. We plant some seeds of a more equitable and environmentally aware future by adding sustainability into academic discourse.

RELEVANCE OF AHMAD DAHLAN'S CONCEPT OF RENEWING ISLAMIC EDUCATION TO TODAY'S EDUCATION

This study investigates the relationship between the philosophical works of KH Ahmad Dahlan and modern Islamic education. This research focuses on this question and the problems facing the modern Islamic education system, which is characterized by the need to integrate traditional Islamic teachings with contemporary educational demands. This research also examines how Dahlan's thinking can help bridge these problems. This paper interprets Dahlan's educational philosophy through analysis of historical texts and modern educational theory. This is done using a qualitative methodological approach. These results indicate that Dahlan's emphasis on critical thinking, rationality, and community involvement in education is in accordance with current educational needs. This study concludes that Dahlan's approach offers an important perspective on curriculum development and pedagogical strategies that are rooted in Islamic traditions and adapt to the needs of modern society. In a broader context, this research emphasizes the possibility of change in Islamic education that considers the spiritual and practical aspects of modern education.

질적 메타분석을 통해 살펴본 교사-부모 관계에 관한 영유아교사의 경험

Objectives This study aims to identify factors that influence the formation of teacher-parent relationships as early childhood educators experience interactions with parents, and to explore how these variables affect changes in early childhood educators. Methods To achieve this, a qualitative meta-analysis was conducted on qualitative research materials regarding early childhood teacher-parent relationship experiences. The analysis included 18 qualitative research papers published in domestic journals (KCI listed) from 2000 to 2023. Through processes of data coding between in-dividual studies, case categorization and classification across studies, comparative analysis between studies, and deriving and interpreting results, the changes in teachers during the early childhood teacher-parent relationship process were identified. Results First, the factors of negative experience in the teacher-parent relationship were parental disposition, ex-cessive demands of parents, imbalance in the relationship, teachers' own factors, problems in the teacher training process, and emotional dissonance. Second, the teacher-parent relationship was shown to be a change stage in three stages: teacher-parent relationship experience, coping, and growth into a professional early childhood teacher. Conclusions This study attempted to clarify in depth by comprehensively comparing and interpreting individual qualitative studies on the experience of teacher-parent relationships. We identified relevant factors linked to the teacher-parent relationship and derived comprehensive results.

Globalization and the Arab Family System: A Critical Analysis of Perceived Threats and Challenges

The objectives of this research were threefold: 1) to investigate whether globalization and Islamic religiousness conflict each other; 2) to examine how globalization has changed the family system in the Arab world; and 3) to provide some examples and life stories of the influence and transformation of family relations. The findings indicate that globalization has had both positive and negative effects on values, beliefs, and gender roles, resulting in changes in education, economics, entertainment, marriage, and parenting, and leading to an increase in single-parent, blended, mixed-race, and mixed-nationality families. Furthermore, the influence of social media and globalization had eroded traditional moral and family values. These findings could have been valuable to sociologists, policymakers, and researchers working on the issue.