Development Of Education Research Articles

Students’ Perception of Cultural Literacy Development in Higher Education

Students’ Perception of Cultural Literacy Development in Higher Education

Assessing the development of primary English education based on CIPP model—a case study from primary schools in China

Assessing the development of primary English education based on CIPP model—a case study from primary schools in China

IDENTIFYING AND VALIDATING SUSTAINABLE DEVELOPMENT GOALS-RELATED KEY COMPETENCIES IN UNDERGRADUATE GRAPHIC DESIGN EDUCATION

In contemporary higher education, aligning student competencies with sustainable development goals (SDGs) is crucial for enhancing their employability. This necessity extends to graphic design undergraduate programs, pivotal in nurturing designers capable of addressing global sustainability challenges. Using a mixed-methods approach, this study aims to outline essential competencies for graphic design undergraduates pertinent to the SDGs. The research commenced with a systematic review of fourteen seminal articles, leading to the initial identification of fifty-eight key competencies. Subsequently, a Delphi study involving 44 graphic design experts validated these competencies. This iterative process refined the list, excluding twenty-seven competencies and affirming thirty one as critical. These validated competencies were categorized into four groups: Systemic, Performance, Contextual, and Global. The study's findings provide valuable insights for graphic design educators and industry employers, illuminating competencies essential for addressing sustainability challenges. Furthermore, this research contributes to academic discourse by offering a structured framework for integrating SDG-related competencies into graphic design education. This facilitates the development of designers proficient not only in their craft but also in sustainability imperatives. Our aim is to enhance pedagogical strategies and inform curriculum development in graphic design education, aligning them with evolving professional demands and sustainable development objectives. Keywords: key competencies, SDG, design education, sustainability, Delphi method, systematic review, graphic design

FROM MEDIA LITERACY TO INDIVIDUAL INFORMATION SECURITY OF UNIVERSITY STUDENTS

The authors focus on developing the individual information security skills of higher education students due to the intensification of students’ interaction with different types and forms of fake content. The paper theoretically substantiates the developed pedagogical technology and presents educational and methodical developments. The authors present the design and results of testing (Module 1,2 of the technology) with the participation of undergraduate students at the Siberian Institute of Management RANEPA (N = 147), The testing was conducted as a comprehensive verification based on the authors’ classification criteria, selected set of technical means, and recommendations for identifying cognitive distortions.

Critical Analysis of Writing Skills through School Literacy Movement in Grade IV Students of SD Negeri 2 Pamijen

Literacy is an essential basic ability in the process of education and individual development. In today's information age, literacy skills, especially writing skills, play a crucial role in shaping learners' critical thinking and creativity. Writing is not merely the act of composing words into sentences but a process that involves thinking, understanding, analysis, and structured expression of ideas. Therefore, the development of writing skills is a primary focus of education. The School Literacy Movement (Gerakan Literasi Sekolah, GLS) aims to enhance literacy culture among learners by fostering a supportive learning environment through various reading and writing activities. This study was conducted at SD Negeri 2 Pamijen, Baturraden District, Banyumas Regency, involving 22 grade IV students. The research aimed to critically analyze the impact of GLS on students' writing skills using a qualitative research method. Data were collected through interviews with principals, teachers, and students, observations, and questionnaires. The study found that school literacy activities significantly improved students' writing skills. This improvement was measured by analyzing pre- and post-intervention writing samples, showing a notable enhancement in students' ability to structure their thoughts, use appropriate vocabulary, and engage in critical thinking. The results indicated a significant improvement, with a marked increase in the average writing scores of students post-intervention, demonstrating the effectiveness of GLS in fostering better writing skills.

Developing Scenarios for Exploring Teacher Agency in Universities: A Multimethod Study

Lecturers who are actively engaged in shaping their teaching and teaching practices demonstrate agency. Teacher agency has increasingly been described as a key factor in educational development at universities. Lecturers are expected to innovatively develop courses and continuously improve their teaching practices to respond to, for example, student needs and labor market demands. In this multimethod study, we examined the process of developing and validating scenarios for measuring teacher agency in universities. We conducted four studies to create 23 scenarios that capture the complex nature of teacher agency. First, we interviewed university lecturers to identify bumpy moments in their teaching practice, and so found scenarios based on real-life experiences. Then, we employed two expert panels, to evaluate and refine the scenarios, which enhanced their validity. Finally, we used a pilot study to standardize the data collection procedures. Our multimethod study has established reliability by triangulating methods and researchers, involving multiple stakeholders, and providing detailed descriptions of the research process. This project holds implications for research and practice. The scenarios can be used in professional academic development programs for the collection of research data and to promote self-reflection, peer consultation activities, and professional growth and agency among university lecturers.

A new scenario framework for equitable and climate-compatible futures

ABSTRACT This paper demonstrates a modelling approach and scenario framework for global burden-sharing, that foregrounds questions of climate and energy justice. We classify 134 countries into four development categories based on thirteen indicators. Using the quadratic plateau model, we estimate that an energy threshold of 94 GJ and an income threshold of USD 28,500 are necessary for meeting sustained levels of development in health, education, and infrastructure. We construct baseline scenarios for convergence to these and other threshold values drawn from the literature. Emissions constraints are then imposed in the form of the remaining carbon budget corresponding to the temperature targets of the Paris Agreement to assess the degree of energy-emissions and energy-GDP decoupling required to meet them. Our results show that limiting warming to 1.5°C requires higher effort across all regions, with the global effort remaining similar across scenarios. However, the distribution of the global effort across development categories varies significantly, depending on whether energy and climate equity are considered. The mitigation burden for the highest development category is almost six times higher if climate equity is considered. In contrast, the effort required by the least developed category is doubled if climate equity is compromised.

Moving inclusion forward for students with special educational needs in the Asia-Pacific region

This paper draws on a comparative study of seven jurisdictions in the Asia-Pacific region to examine current challenges to progressing inclusive education for students with special educational needs (SEN) in mainstream schools. The study used a qualitative approach to collect data from each jurisdiction through a purposive sampling of knowledgeable, university-associated informants. Content analysis was used to identify and quantify specific challenges reported in the data. Subsequently, these items were coded as themes to form a matrix of challenges within and across jurisdictions. Findings revealed that challenges were broadly consistent with recent global trends and shared many commonalities, despite occurring in diverse societal, political and education systems. These challenges are: lack of adequate initial teacher education and ongoing professional development for practicing teachers; lack of resources and support to meet the needs of students with SEN; inconsistent policy guidelines and implementation action plans; restricted stakeholder engagement and collaboration across all levels of education; and limited local inclusion research to inform practice in schools. The findings underscore the need for government and institutional commitment and oversight to bridge the policy-to-practice gap, and an urgent need for local research to identify and disseminate successful approaches for including students with SEN throughout the region.

(224) EVALUATION OF ONLINE ADAPTATION OF EDUCATION PROGRAM ON TRANS-INCLUSIVE HEALTHCARE AND GENDER AFFIRMATION FOR MEDICAL PROFESSIONALS IN BOSNIA AND HERZEGOVINA VIA REGIONAL EXPERTS' COOPERATION

Abstract Objectives Sarajevo Open Centre- SOC and a number of medical/mental health experts from Bosnia and Herzegovina, Croatia, and Serbia created an online, video lecture for E-medikacija, BiH online platform for additional education and professional development of MDs (medical doctors). The topic of the education session is Medical Aspects of Trans-Inclusive Health Care/Gender Affirmation. The education is a result of the cooperation between the Federation BiH Medical Chamber, Sarajevo Open Centre (SOC), and medical experts from the region who have extensive expertise working with transgender, intersex, and gender-diverse persons. The need for the education of MDs and mental health professionals in BIH is observed every day when trans persons seek inclusive and specific health care in BiH health institutions/medical facilities, and since BiH does not have educated medical personnel to lead and monitor the process of gender affirmation process, such as MD's, psychologists, endocrinologists, gynecologists, urologists, pediatricians, plastic and reconstructive surgeons, this educations program was essential. Methods The education program for medical workers was adapted to an online version to include a wide range of medical workers and to bridge obstacles of on-site education such as distance, costs, and avoiding attendance because of stigma. Participants fulfilled the online evaluation form and knowledge test. The completed and verified allowed them to get credits to extend their seven-year medical license. Results Out of 2854 registered users, 667 medical professionals visited the webpage where the education was uploaded. 173 users attended the online education in comparison to 7 when it was held onsite. 167 users successfully passed the knowledge test. Conclusions 86% of attendants are very satisfied with the online education program and consider it to improve their knowledge and professional competencies in working with transgender clients. They express their willingness to further participate in educational and collaborative activities with SOC. Conflicts of Interest No.

Efektivitas Prestasi Belajar Pendidikan Agama Islam Dalam Penerapan Strategi Pembelajaran Berbasis Paikem Guna Mewujudkan Merdeka Belajar

This study aims to determine the development of education in Indonesia has experienced significant progress, especially in the field of Islamic education. The government has taken steps to develop the sector, including regulations and the National Curriculum to set national education standards in Indonesia. The National Curriculum focuses on developing skills and character that can create young people based on the PAIKEM (Active, Innovative, Creative, Effective, and Fun) approach. This research focuses on SD Negeri Dukuh 02 Mojolaban, a formal school located in Geblug, Mojolaban District, Sukoharjo Regency, Central Java Province. The methodology of this study included qualitative research, which aimed to collect data on the quality and performance of Islamic education in schools. This method includes the collection of documentation data and physical data, as well as the collection of qualitative data through interviews with school officials, academics, and teachers. Observational data collection includes observation of the school environment, student participation, student activities, learning process, and what factors need to be considered when collecting data. The implementation of the PAIKEM strategy at SD Negeri Dukuh 02 Mojolaban aims to achieve student achievement. The PAIKEM strategy focuses on creating a conducive learning environment that encourages students to excel in learning.

An integrated approach to strengthening maritime security: a case study of Gwadar Port of Pakistan

Gwadar Port is a vital component of Pakistan’s development and an essential element in the Belt and Road Initiative and the China–Pakistan Economic Corridor. Its completion holds the promise of economic growth for Baluchistan and Pakistan and provides a crucial trade route for land-locked Central Asian nations. Gwadar Port faces many significant challenges related to security due to the region’s poverty, instability, and particularly its separatist activities. To address this, a study has been conducted to determine how to improve maritime security at Gwadar Port. The study uses a literature review, comparative analysis, and field research to examine the factors that affect port security. Terrorist acts, particularly those planned by organizations such as the Baluchistan People’s Liberation Army, pose the greatest security risks. Additionally, the unique management approach of Gwadar Port presents other security challenges. This study on the experience of port management in China and Pakistan offers strategies for enhancing security management in Gwadar Port. These strategies include improved coordination between entities, increased security measures, and strengthened cooperation with the Chinese stakeholders engaged in port projects. Prioritizing the development of local communities and education is crucial to ensure the well-being of both port workers and the surrounding population. The conclusion stresses the significance of international cooperation, the sharing of information, and improved foresight to strengthen the security framework of Gwadar Port. Integrating best practices and refining approaches will improve safety management, safeguard the facilities, and foster their sustainable growth.

The merging of knowledge and teaching about poverty through a participatory action project

ABSTRACT It is known among social work educators that training students about human rights is not only a mandate of the profession’s governing bodies but a desirable goal. While the notion of giving voice to the marginalized is not new to social work and is assumed to be a critical element of social justice, it is not always clear how best to manifest this in pedagogy and practice. This article introduces a training model that incorporates human rights and social work values and ethics. Based on participatory action research by ATD Fourth World, an anti-poverty organization, this training is led by people with lived experience of poverty and of child protection services in the UK. As lay experts and co-creators of knowledge, they guide students to a deeper understanding of the multiple dimensions of poverty and the impact of social work on their lives. This training challenges the power differentials typically embedded in client-clinician relations and focuses on the values underlying social work. This article explores the content and process of the training and implications for the development of human rights education in social work.

Paradigm shift in education and upbringing: the influence of modern educational philosophy

The article is devoted to the study of the formation of methodological foundations of one of the priority branches of humanitarian knowledge - philosophy of education. The author proposes a concept of methodological foundations of the philosophy of education, which is aimed at overcoming the problems of modern educational activity and development of humanitarian knowledge in general, since the concept of ‘human education’ is a field of intersection of different branches of knowledge. The essence of the concept is to formulate the structural elements of the philosophy of education on the basis of identifying and analyzing existing contradictions and paradoxes in modern educational activities.

Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges

In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign Language (EFL) teachers perceived the impact of the language assessment teacher education course on their agency as assessors. Likewise, it scrutinized the challenges and opportunities teachers confronted in leveraging the acquired knowledge and skills to enhance their assessment agency and contribute to their overall professional development. As for dataset, this phenomenological study targeted 50 EFL teachers, with 25 participants completing an open-ended questionnaire and the other 25 composing narratives. The research findings, using MAXQDA software (v. 20) for content and thematic analysis, revealed that EFL teachers perceived a significant positive influence of language assessment teacher education courses on their agency as assessors in the classroom. This led to their increased confidence and competence in assessment practices. They found limited institutional support and resources as their main challenges. However, they claimed opportunities would arise from collaborative professional networks and tailored mentoring to effectively apply knowledge and skills gained from language assessment teacher education courses for their professional development. The findings offer valuable implications for language assessment teacher education and professional development initiatives, illuminating the potential predicaments and expediters in enhancing teachers’ assessment agency and fostering their continuous professional growth.

Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District

The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators

Factories of the Future in Digitization of Industrial Urban Areas

This paper delves into the integration of Factories of the Future (FoF) and digital twin technologies within urban contexts, marking a significant leap in Smart Cities development. We present a thorough exploration of the principles and a scientifically grounded framework designed for seamlessly blending advanced manufacturing systems with the urban environment’s digital and physical aspects. Our detailed analysis has identified core principles crucial for this integration, focusing on interoperability, sustainability, adaptability, stakeholder collaboration, and strong data governance. We propose a structured framework that puts these principles into action, outlining strategic routes for incorporating digital twin and Building Information Modeling (BIM) technologies into FoF, establishing public-private partnerships, enhancing education and workforce development, and setting up mechanisms for ongoing evaluation and enhancement. The potential of this integration to transform urban development is vast, providing a model for boosting operational efficiency, driving economic growth, and enhancing urban livability. Although challenges exist in realizing this vision, our research offers practical insights and strategies for cities and industries to effectively navigate the complexities of the digital era. This contribution enriches the growing field of urban science, advocating for a harmonious integration of industrial production with urban development in the Smart Cities framework.

Effect of Educational Leadership Practices on Education Quality in Secondary Schools in South Sudan

This study examines the effect of educational leadership practices on the education quality of secondary schools in South Sudan. A mixed-methods approach, combining qualitative and quantitative research methods, was employed to gather data from 350 students through questionnaires and interviews. The results of the regression analysis revealed a significant positive relationship between educational leadership practices and education quality. Specifically, strong communication skills, an effective decision-making style, instructional leadership, and a positive school climate and culture on the part of the educational leadership were associated with higher levels of education quality. The study underscores the importance of educational leaders prioritizing the development and enhancement of their leadership practices to support education quality for student success. Recommendations include providing targeted training and professional development opportunities for leaders to improve their leadership skills and creating a supportive and collaborative school environment that values effective educational leadership practices. By investing in educational leadership development and ensuring they have the necessary skills and resources, all stakeholders can help improve education quality for the best academic outcomes for students in South Sudan. The findings of this study contribute valuable insights for educational institutions and policymakers aiming to enhance education quality through effective educational leadership practices.

SCIENTIFIC STUDY OF PROBLEMS OF SOCIAL ADAPTATION IN ADOLESCENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

This article examines the difficulties that adolescents with ADHD face when adapting to an educational organization in all areas of their lives, in terms of educational activities, personal development and interpersonal relationships. In addition to the problems of social adaptation, the negative qualities of children’s personal development were noted and the need for organizing special psychological and pedagogical support was emphasized.

Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry

This study explores the experiences of TVET programs for persons with traumatic SCI in Nepal. Recently, the National Planning Commission published the 15th plan that aims to encourage the country as a prosperous, independent, and socialist-oriented national economy through healthy, educated, decent citizens who enjoy equal opportunity (National Planning Commission, 2019). In terms of economic growth, it ensures inclusive and equitable access to quality technical education and vocational skill development. Persons with traumatic spinal cord injury are eligible for ensuring the aforementioned equitable access and high living standards. TVET emphasizes linking persons with traumatic spinal cord injury and the labor market to achieve economic success. The deepening stories by the research question that how do persons with traumatic spinal cord injury narrate their experience of TVET programs are included in the study. Through are view of disability and TVET related literature, I learned that the TVET program acted as a bridge between employment and disability. Besides, employment made affirmative impacts on economic independence for persons with traumatic spinal cord injury. Several types of research justified showing a significance of the program in diverse Asian countries such as Taiwan, Bangladesh. I could not find the study associated with TVET and spinal cord injury patients in Nepal. Many researchers investigated the effects of TVET on persons with physical disabilities, but the cases were blended with different types of disabilities. Thus, comprehensive findings could be partially applicable for persons with the injury. In this study, I used a narrative inquiry within the interpretative framework. Also, I conducted an in-depth interview to pay attention to the voice of persons with traumatic spinal cord injury. The interview helped me to understand the stories. Especially five participants who were experienced in TVET programs were purposefully selected for the study. I considered that my participants are the range of twenty-one to forty years of ii age. The participants were six months post-injured. A total of five participants were interviewed physically and through telephone communication. The stories and information were analyzed and interpreted based on the theory of the social model. The social model concentrated on social oppression to make unjust circumstances rather than physical impairment. The stories of the study show that persons with traumatic spinal cord injury are excluded from the main stream in TVET program. They have frequently been deprived of the opportunity of participating in the program due to physical limitations. To be specific, their stories interpreted some similarities that motivation: encourage to be independent, low accessibility: information, disability-friendly educational environment, lack of awareness of disability in society, limited training curricula, devasting economic consequences. Reintegration signifies not economic empowerment but emotional independence. As firstly said, despite persons with traumatic spinal cord injury has faced uncountable barriers in training, it is sure that supported them to reintegrate into the community. On the other hand, TVET provides an essential opportunity to back to the community, but circumstantial constraints restrict the chance. Most private TVET institutes are not prepared for disability-friendly education environments. For instance, the institution is located on the 2nd floor without a lift. People with wheelchairs have no access to the program. Like this, disability is not considered training conditions, insufficient space to move a wheelchair, steps have prevailed. Financial hardship was a critical problem for my participants. Moreover, they appealed to the attitude of TVET educators. When TVET stakeholders whom my participants met, they showed disrespectful attitudes about disability. Although participants were in difficulties, they succeeded in completing the vocational training. The training led them to innovate life through generating income. Now they could maintain livelihood, looking after children. By discovering participants' stories, I came to know the importance of hearing their experiences in the TVET program. Otherwise, fundamental interests and needs overlooked TVET programs are likely to be planned. It may decline the effectiveness iii of the program. My participants’ experiences refer that ensuring education rights in TVET programs is the first step to improve the quality of life of persons with traumatic spinal cord injury.

Reform of College English Teaching Content in Engineering Colleges against the Background of New Engineering Education

In recent years, increasing attention has been paid to the development of new engineering education. College English, a compulsory course aimed at non-English majors in China’s universities, bears great responsibilities in training high-quality innovative engineering talent with an international perspective. After an examination of the current College English teaching content and an analysis of college students’ needs for English learning, the paper proposes three ways to reform the teaching content of College English in light of nurturing new engineering talent: integrating language and cultural knowledge with subject-specific knowledge, enhancing students’ ability of applying English in their professional domains, and emphasizing both humanistic education and professional competence in College English teaching.