Educational Change Research Articles

OSH Education in Schools in the Context of STEM Curricula

Continuous technological advances are forcing changes in students' education to develop the problem-solving and critical thinking skills needed throughout their studies, in the future workplace and beyond. They can acquire these skills through STEM education, which increases the qualifications of workers who can master the latest technologies and develop new knowledge. For this reason, it is crucial to include OSH education in the educational curriculum. The article aims to raise awareness among those who teach science and technology in schools about the importance of incorporating health and safety for students through STEM education. The article briefly overviews OSH legislation for those who teach in schools.

Roles and competencies of medical faculty members: A competency framework

Purpose Medical education requires competent faculty members with the ability to create change in medical education. The focus on teacher competency are emerged as the results of medical education movements toward learner competency. The purpose of this study was to identify medical faculties competencies in their main roles and to provide a competency framework. Method The integrative review approach was utilized for identifying competencies and expert opinions was conducted to assigned competencies to roles and academic ranks. The search strategies were conducted in online databases including PubMed, Scopus, WOS and Eric to detect studies published from May 2003 to May 2023. Results The identified competencies were classified to four themes including (1) essential personal competencies, (2) technical/functional competencies, (3) enabling competencies, and (4) meta-competencies. Conclusion According to the results, a competency framework was proposed which is a valuable tool for various important decisions related to faculty, such as promotions and tenurship.

Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership

National-level educational administrators constantly face the question of how to ensure that the basic education system successfully meets complex local, national, international, and global challenges, and what is the best way to initiate and drive systemic changes in education amid such complexity and to create value for society. Studies have shown that participative approaches to reform leadership are beneficial; however, in practice, participative incentives are randomly used in national reform contexts. In this article, we present a Finnish case of national participative leadership regarding the Finnish Core Curriculum Reform of 2014 (hereafter FCCR2014). We interviewed key leaders in the FCCR2014 process (n = 23) and analyzed the data from social, personal, interpersonal, and organizational viewpoints with this question in mind: How did administrators responsible for leading the reform develop and lead the participative FCCR2014 process? Sub questions were: (1) What were their goals in developing and leading the reform, and (2) how did they succeed in developing and leading the reform in line with their goals—what was effective and what was not? The results show how participative leadership in a national curriculum reform calls for top leaders to include stakeholders, build and support strong and open collaboration processes, take the risk of losing some of their control, reject strict dichotomizations between strategy formulation and implementation, and consider change leadership a responsible act of giving stakeholders a fair chance to participate in the decision-making that affects their lives. Key aspects to participative leadership included building participation, not quasi-participation; building coherence in complexity—together; and fitting change to the education system with responsible leadership.

The consequences of the outbreak of COVID-19 in Iran: A qualitative study from the perspective of key informants

BackgroundCOVID-19 has posed various challenges to Iranian society and affected all aspects of Iranians' lives, which requires examination. Given that no research has been conducted in this area so far, this research was conducted with the aim of explaining the consequences of the spread of COVID-19 in Iran from the perspective of key informants with a qualitative approach. MethodsThis qualitative study was conducted with a conventional content analysis approach among 45 key informants with various specialties throughout Iran. Participants were selected through purposeful and snowball sampling. Data were collected through semi-structured in-person and online interviews. Data analysis was done by the Graneheim and Lundman method, and Guba and Lincoln criteria were followed for the trustworthiness of the research. Results400 codes, 24 subcategories, and 5 categories were obtained from the data analysis. The categories include lifestyle changes, environmental changes, health and medical changes, social changes, and educational and work changes. ConclusionThe results have shown that COVID-19 has affected all aspects of human life in Iran and has had consequences such as changes in lifestyle, environmental changes, changes in health and medical practices, social and cultural changes, and educational and occupational transformations. Therefore, intervention to reduce the negative consequences of COVID-19 requires intervention at individual, family, social, cultural, and environmental levels, as well as the cooperation of specialists in various fields and disciplines.

Introduction

The articles in this edition of European Comic Art cover a range of themes, including adaptation, whether from an Ibsen play or a range of classic novels, and a corresponding scrutiny of the affordances of the comics medium, along with a reflection on the differential apportioning of artistic prestige from the eighteenth century through to the twenty-first. An in-depth interview with an award-winning translator brings in further angles on comics as a transnational medium, and an essay by an eminent semiologist revisits the linear/tabular distinction that has been the basis of much formal analysis of comics. The issue of pedagogy recurs both as subject matter of primary texts and in the form of a constructive proposal for enlightened curriculum development. Politics pervades all the articles: the environmental crisis and media collusion in obfuscation, the process of achieving change in education, the responsibility of a satirist to adhere or refuse adherence to one camp or another, the negotiations and frictions that arise out of relocation into new contexts of reception, and an exploration of the borderline regions of the social unconscious.

Students’ perceptions and experiences of an online well-being programme: a phenomenological study protocol

BackgroundThe pandemic has ensued challenges across all sections of the human population such as livelihood and educational changes, which involve the abrupt shift to online learning, immensely affecting the students’...

The Historical Process and Deep Influence of Sino-Thai Educational Intermingling—A Case Study on Yunnan Context

Background and Aims: As China's radiation center faces South and Southeast Asia and the forefront of the "the Belt and Road" construction, Yunnan's unique geographical location and rich cultural heritage provide valuable opportunities for educational exchanges between the two countries. Therefore, to further analyze the profound impact of cultural exchange between the two countries on China. This article aims to explore the future direction and possibilities of education cooperation between China and Thailand, taking Yunnan as an example. From a more comprehensive and profound perspective, it provides feasible ways to further strengthen the relationship between the two countries and deepen cooperation. Methodology: By using the methods of historical records, policy analysis, and comparative study, this paper examines the evolution of educational exchanges between China and Thailand and its impact on the educational policies of the two countries. This paper first reviews the historical evolution of educational exchanges between China and Thailand, and analyzes the cooperation mechanism and contents of cooperation between the two countries in the field of education. Then, this paper compares the characteristics of the internationalization of higher education between China and Thailand, as well as the cooperation between the two countries in personnel training, teaching method improvement, and education quality assurance. Finally, this paper discusses the impact of Sino-Thai educational exchanges on the economic, cultural, and educational changes of the two countries, as well as the experiences and feelings of students in educational exchanges between the two countries. Results: the educational cooperation between China and Thailand has developed from the early language and cultural exchanges to a deeper level of educational cooperation, including degree education and professional training. This paper finds that the driving force of Sino-Thai educational cooperation mainly comes from the political, economic, and cultural interdependence of the two countries, as well as the interest and curiosity of the students of the two countries. This paper also finds that the effect of Sino-Thai educational cooperation is mainly reflected in the improvement of the knowledge, skills, and literacy of the students of the two countries, as well as the enhancement of cross-cultural awareness and cross-cultural communication ability of the students of the two countries. Conclusion: The educational exchanges between China and Thailand have not only enriched the learning experience of the students of the two countries but also promoted friendly cooperation and exchanges between the two countries in the field of education. This paper holds that the educational exchange between China and Thailand is not only an important way for cultural exchange between the two countries but also an important basis for the friendly relations between the two countries. This paper suggests that the future Sino-Thai educational cooperation model should pay more attention to the actual needs of the market and society, as well as the development of high-level cooperative education. This paper also suggests that the two countries should strengthen the supervision and evaluation of educational exchanges to ensure the quality and effectiveness of education.

Revision Rates in Cosmetic Plastic Surgery with and without Resident Involvement.

Changes in surgical education have caused concern over residents' preparedness for independent practice. As the field of otolaryngology requires such a wide breadth of expertise, ill preparation becomes especially costly. This study explores how the presence and participation of a postgraduate year 3 (PGY3) otolaryngology resident in surgery impacts revision rates and operating time as gauges for the resident competency and indirect training costs. A retrospective chart analysis of patients who underwent cosmetic plastic surgery at sites for PGY3 otolaryngology residents' facial plastic surgery rotations was conducted. Residents performed one side of bilateral procedures (eg, blepharoplasties) and approximately 50% of midline procedures (eg, rhinoplasties). Chi-squared testing and odds/risk ratios were done to assess the effect of resident involvement on revision rates. Operating time was compared using t tests. When a resident was involved in cosmetic surgery, the revision rate was 22.2% compared with 3.6% without. The likelihood of a future revision surgery was 7.57 times higher when a resident participated in the original operation. Resident involvement was not a statistically significant predictor of exceeding the allotted operating time. The revision rate of cosmetic surgery was much higher when a resident was involved. Otolaryngology residents would benefit from increased facial plastic and reconstructive surgery training. As a response to this analytical study, this clinical rotation was moved to be offered at a later stage of postgraduate surgical training to allow residents to gain more experience and be better set up for success in the rotation.

EFL teachers’ engagement: The impact of well-being and emotion regulation

As foreign language education is a challenging and complex activity, investigating the factors that influence English as foreign language (EFL) teachers' engagement may be an interesting area of research. In this field, teachers' engagement is considered an important factor related to people's perception of work. With the emergence of Positive Psychology (PP), and with regard to the role of constructive emotion variables in teachers' engagement, more attention was paid to the practical aspects of life, and it views well-being as a crucial concern for individuals' success. Emotion regulation (ER), as another emotional trait, is noteworthy as it aids in managing the favorable and unfavorable emotions educators commonly encounter in educational settings. Therefore, the constructs of well-being and emotion regulation and their role in the EFL setting have been highlighted. Therefore, the current study sought to assess the effects of well-being and emotion regulation in EFL teachers' engagement. To this end, 410 Chinese EFL teachers were chosen to complete three scales, namely engagement, well-being and ER. Structural Equation Modeling (SEM) was run to inspect the responses of the teachers. The results specified that both ER and well-being had significant impacts on the engagement of Chinese EFL teachers. Indeed, 65 percent of changes in the EFL educators' engagement can be predicted by their well-being, and about 73 percent can be predicted by their emotional regulation. The consequences for EFL instructors, teacher trainers, and other academic stakeholders are also presented in detail.

Role of self-efficacy, knowledge sharing, mediated adaptability and external environment change as moderators of readiness for change

It is vital for higher education to improve its ability to anticipate and implement long-lasting change. Private higher education institutions are currently facing challenges in governance that hinder their ability to upgrade their accreditation grade to "excellent ". The involvement of institutional management is a key factor in enabling these institutions to compete on a national and international level. Research methodology uses confirmatory factor analysis to test the hypotheses developed while structural equation modeling is employed as the equation model. The sample population comprised 16 private tertiary institutions in South Sumatra, Indonesia. The study focused on the heads of study programs resulting in a total of 195 respondents. The results indicated that self-efficacy and knowledge sharing did not have a direct impact on readiness for change whereas adaptability exhibited a direct influence. The study demonstrated that adaptability acts as a mediator between self-efficacy and knowledge sharing towards readiness for change. The final model test results confirmed adaptability as a mediating variable. Additionally, the study revealed that external environmental change did not moderate the relationship between adaptability and readiness for change. Changes of a high calibre that promote a sustained digital education transformation are necessary due to the real-world effects on Indonesia's higher education system. The ability to adapt and embrace new technology is very important factors for higher education performance to face readiness for change in private higher education, especially in management units.

An intergenerational comeback: Girls’ education, development, and social capital

This article examines the trajectory of global human rights expansion, with a specific focus on the advancement of girls’ and women’s education. By adopting a generational lens and using a reflective standpoint, I unpack the role of gender-specific social capital in fostering agency and empowerment among girls, particularly within the Global South. Building upon Porter’s Girls’ education, development and social change: ‘Seeding, Strengthening and Linking’ (Global Fund for Women) (2016), I propose a civic pedagogical PCCS (Place-based education initiatives, Cost-efficient and ecologically sound innovations, Collective intelligence building, Shared knowledge inquiry) model as a response to humanitarian crises, ideological disparities, and armed conflicts. Additionally, I draw upon the Indian concept of jugaad to comprehend the social, spatial, and economic negotiations in the Global South, enabling strategic resourcefulness. Furthermore, I introduce a Dalitbahujan feminist lens to emphasise the significance of girls’ education in the current decade and beyond. By reexamining Porter’s narratives and considering global circumstances, I focus on the dynamics of gender-oriented social capital. This article enriches the discussion on girls’ education within the frameworks of 21st-century ideologies of neoliberalism, philanthrocapitalism, and neo-capitalism, highlighting the crucial role of collaborative efforts.

Climate impacts of digital use supply chains

Information and communications technology (ICT) has become an indispensable part of our lives. Prior research on climate impact of ICT devices and services mostly makes use of life cycle assessment and energy modeling frameworks focused on embodied greenhouse gas (GHG) emissions. Because these perspectives emphasize the GHGs emissions associated with the construction and distribution of digital devices along production supply chains, not much is known about the GHGs emissions monitored or facilitated by digital device use. In this study, we propose the concept of digital use supply chains (DUSCs) as an orthogonal dimension of digital devices’ life cycle. DUSC refers to the production activities and resource consumption recorded by digital devices. We propose a framework to conceptualize and quantify digital behavior-related GHGs emissions through use of the Screenomics paradigm, where users’ digital screen data are unobtrusively collected moment-by-moment. Through Screenomics’ granular recording of users’ digital behavior, we evaluate behavior-based GHGs emissions traced by the digital devices. DUSC connects individual’s digital behaviors to their global climate change impact, contributing to a more nuanced and complete evaluation of the climate impacts of the digital economy. Our single-case study indicates the estimated scale of the GHGs emissions linked to a user’s one-day digital activities could be three orders of magnitude (1000 times) higher than the emissions associated with the device life cycle alone. DUSC could enable climate change mitigation at a meaningful, actionable level through personalized educational or behavior change programs, and also facilitate novel data-driven feedback loops that may provide digital device users with insights into their personal climate impacts. Recognition and future study of DUSC could accelerate the quantification and standardization of a ‘carbon handprint’ of digital devices and create positive climate impacts from digital products and services.

Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory.

Change theory has increasingly become an area of scholarship in STEM education. While this area has traditionally been a topic for organizational psychology, business management, communication studies, and higher education, STEM education researchers are increasingly aware of the need to use formal theories to guide change efforts and research. Formal change theory encompasses our current research-based knowledge about how and why change occurs, and therefore, can guide the selection and design of promising interventions. Yet learning about and using theory is challenging because many of us have no formal training in this area and relevant scholarship comes from many different disciplines. Inconsistent terminology creates an additional barrier. Thus, this essay aims to contribute to a common lexicon in STEM higher educational change efforts by clearly distinguishing between formalized change theory, which emerges from research, and a theory of change, which guides the logic of a specific project. We also briefly review the current state of the field regarding the use of formal change theory and provide examples of how change theory has been used in biology education. Lastly, we offer practical guidance for researchers and change agents who wish to more intentionally and effectively use change theory in their work.

Socialization of the Goals and Functions of Islamic Religious Education in Labuhanbatu Regency South

Education is a process carried out consciously or deliberately in order to increase knowledge, insight and experience to determine life goals so that they can have a broad view towards a better future and with education itself can create quality human beings. Like Western theory, educators in Islam are people who are responsible for the development of students by trying to develop all students' potential, both affective (feelings), cognitive (creativity), and psychomotor potential (intentions). Education is a cultural process to improve human dignity that lasts throughout life. Education is always developing, and is always faced with changing times. That is the cycle of development of changes in education, otherwise education will be left behind by the rapid changes of the times. For this reason, changes in education must be relevant to changing times and the needs of society at that time, so it is important to plan as early as possible which can be stated in the Vision, Mission, Goals and Functions of Islamic Education.

건강장애학생 교육에 대한 주체별 요구분석

As the number of students with health impairments continues to increase and the need for customized educational support increases, interest in education for students with health impairments is increasing. This study explored deeply and comprehensively the development tasks in education for students with health impairments to solve current issues and response to educational changes. In specific, the needs of all subjects(public officials, teachers, teachers of consigned educational institutions, students, and parents) related to education for students with health impairments were investigated through focus group interviews. As a result of the study, a total of 10 needs related to the curriculum and contents, educational methods and evaluations, student and teacher support, and the new educational policies were identified, and we found that each need was closely related. Each need derived from this research explains the development tasks for the education of students with health impairments and the necessity of establishing a role for each subjects.

Socioeconomic status in adulthood of children with and without a history of seizures: A retrospective cohort study

ObjectiveCompare adulthood socioeconomic status for children with and without a history of seizures. MethodsRetrospective cohort study using Aberdeen Children of the Nineteen Fifties (ACONF) data comprising children born 1950–1956 attending primary school 1962–1964, with follow-up data collected in 2001. Adulthood socioeconomic status was based on registrar general measure of occupational social class and categorised as high or low. We adjusted for potentially confounding variables including childhood socioeconomic status, behavioural issues (Rutter A/B scores), biological sex, school test scores, educational attainment, parental engagement with education, peer-status in school, and alcohol use in adulthood. A multivariate binary logistic regression was performed to estimate the adjusted association between children with a history of seizures of any type (for example febrile seizures, or provoked seizures of any other etiology or seizures in the context of epilepsy) or severity and adult socioeconomic status. Multiple imputation using the Monte-Carlo-Markov-Chain method accounted for missing data. ResultsPooled estimates (N = 2,208) comparing children with a history of seizures (n = 81) and children without a history of seizures (n = 2,127) found no differences between these cohorts in terms of adulthood socioeconomic status in both unadjusted (Odds Ratio (OR) 1.45 [95 % CI 0.71–2.96], p = 0.31) and adjusted (1.02 [0.46, 2.24], p = 0.96) analyses. Compared to males, females were at increased odds of having a lower socioeconomic status in adulthood (1.56 [1.13–2.17], p = 0.01).Compared to those with low educational attainment, those with moderate (0.32 [0.21, 0.48], p < 0.001) and high (0.12 [0.07, 0.20], p < 0.001) educational attainment were at reduced odds of having a lower socioeconomic status in adulthood. ConclusionCognitive problems in childhood (using educational attainment and scores on primary school tests proxy markers for cognition) rather than a history of seizures per se, were associated with lower SES in a population of adults born 1950–56 in Aberdeen. This relationship may be different depending on the time in history and nation/region of study. Given the changes in health, education and social support in the management of children with seizures over time, it would be of interest to investigate outcomes in a contemporary cohort. Such studies should ideally have validated diagnoses of seizures, details on seizure characteristics such as seizure type and severity, and a large sample size using national data.

Digital Renaissance in Education: Unveiling the Transformative Potential of Digitization in Educational Institutions

Abstract This paper examines the ongoing trend of digitization within educational institutions, analyzing the potential opportunities that lie ahead. As educational landscapes evolve, embracing digitization offers institutions a pathway to unlock a myriad of prospects. This research explores the current state of digitization in educational settings, highlighting the opportunities that arise from the integration of digital technologies. The driving forces behind significant changes in higher education include escalating operating costs, the emergence of micro and nano degrees, the surge in online learning, the influx of digitally-native students, and the overarching wave of digital transformation. Students are increasingly leveraging digital technologies to showcase a diverse array of tools, integrating structured learning environments into the fabric of higher education teaching. This research provides a comprehensive overview of digital transformation in higher education, evaluating the potential of digitalization and forecasting its prospects in the near future. Key concepts such as digital transformation, virtual reality (VR) technology, artificial intelligence (AI), and Technology, Entertainment, Design (TED) courses are examined as practical and indispensable elements shaping the future of education. Through a meticulous analysis, it becomes evident that digitalization marks only the initial phase in a broader process wherein institutions harness new technologies not merely to replicate old tasks but to redefine educational paradigms. Furthermore, the paper emphasizes that digital transformation necessitates the infusion of new management practices capable of harnessing the full potential of information and communication technologies (ICT). The journey towards the digital transformation of educational institutions involves a profound shift in mindset, encompassing innovative approaches to teaching, learning, and administration. As institutions embrace this transformative journey, they position themselves to create enhanced value for students and forge dynamic collaborations with partners in the evolving landscape of higher education.

Conceptualizing Educational Comparability in Distributed Health Professions Education: A Scoping Review.

This study aimed to create greater clarity about the current understanding and formulate a model of how educational comparability has been used in the literature to inform practice. The authors conducted a literature search of 9 online databases, seeking articles published on comparability in distributed settings in health professions education before August 2021, with an updated search conducted in May 2023. Using a structured scoping review approach, 2 reviewers independently screened articles for eligibility with inclusion criteria and extracted key data. All authors participated in the descriptive analysis of the extracted data. Twenty-four articles published between 1987 and 2021 met the inclusion criteria. Most articles were focused on medical education programs (n = 21) and located in North America (n = 18). The main rationale for discussing comparability was accreditation. These articles did not offer definitions or discussions about what comparability means. The program logic model was used as an organizing framework to synthesize the literature on practices that schools undertake to facilitate and demonstrate comparability in the design (inputs), implementation (activities), and evaluation (outcomes) of distributed education. Inputs include common learning objectives, identical assessment tools and policies, governance models that enable clear communication, and reporting structure that is supported by technological infrastructure. Activities include faculty planning meetings and faculty development training. Outcomes include student experiences and academic performances. This study demonstrated that a more complex understanding of the dynamics of educational processes and practices is required to better guide the practice of educational comparability within distributed education programs. In addition to highlighting the need to develop an accepted definition of educational comparability, further elucidation of the underlying dynamics among input, activities, and outcomes would help to better determine what drivers should be prioritized when considering educational change with attention to context within distributed education.

Voices from the field: exploring practitioners' experiences and perceptions of the voices of athletes (VOA) in the pacific islands.

This exploratory study aims to gain insights into practitioners' experiences and perceptions of the "Voices of Athletes" (VOA), a specialized athlete support program, developed and implemented in the Pacific Islands. Semi-structured interviews enabled participants to share detailed experiences, with 14 practitioners participating. Thematic analysis of the data identified five key themes: "Fostering Athlete Empowerment", "Impact of Sport on Education and Social Change", "Expanding VOA's Reach and Impact", "VOA's Role in Preparing Athletes for Post-Sport Life", and "Optimizing VOA Implementation and Experience". The findings demonstrated that the VOA plays a critical role in empowering athletes and assisting them in becoming leaders within their societies. Practitioners emphasized the power of sport as an effective channel for education and inspiration, and the potential for the VOA framework to be applied in various contexts and regions. The study also revealed that the VOA helps athletes prepare for life after sport, contributing to increased self-esteem, development of transferable skills, and awareness of their social roles. The findings also emphasized the need for VOA improvements, including enhanced interactivity, larger spaces, and financial support. Recognition from sport governing bodies and coaches could broaden the program's reach and impact. Incorporating internship schemes within the VOA or related programs could address life after sport more effectively. Developing written VOA guidelines would ensure consistent, sustainable delivery, supporting its potential for wider implementation and adaptation, contributing to holistic development for athletes and young people globally.

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.