Community Education Research Articles

Policy vs. practice. An analysis of the course provision of Finnish study centres between 2016 and 2021

ABSTRACT With 500,000 participants, study centres are the second largest liberal adult education organisation in Finland. In this study, we analysed how study centres’ course provision matches the policy objectives defined in the Finnish law on liberal adult education (lifelong learning, well-being, active citizenship, democracy, and civil society). Programme analysis was used to analyse the course provision (n = 77,655 courses) between 2016 and 2021. We identified 43 course types and six course categories. Most of the courses fulfilled the policy objectives set for study centres. The largest single course category was Personal Growth (39.6%), which comprised liberal arts courses that promoted lifelong learning and well-being. Active citizenship, democracy, and civil society were supported by two course categories: Citizenship & Associations (29.9%) and Social & Community Support (11.1%), which accounted for 41.0% of the provided courses. Our results showed the central role of study centres as the main organisers of citizenship and community education in Finland. This study is the first to provide a detailed description of course provision at Finnish study centres. It also revealed that official statistics do not accurately portray the diverse course provision at study centres because they are based on course topics aligned with formal education.

Exploring Which Public Health Interventions Are More Effective to Reduce Maternal and Child Health Inequalities in South Asia: A Systematic Literature Review

Background: Maternal and child health disparities remain a pressing public health concern in South Asia. This systematic review addresses a critical gap in the literature by evaluating the effectiveness of public health interventions targeting these disparities in Bangladesh, India, and Pakistan. Distinguishing itself from prior studies, this research provides a thorough examination of the combined effects of community-based programs, financial assistance, and nutritional supplementation, offering a fresh and comprehensive perspective on strategies to reduce health inequities in the region. Methods: A systematic review and narrative synthesis were conducted using databases such as PubMed and Medline, covering articles published between 2000 and 2019. The inclusion criteria focused on observational and experimental studies evaluating interventions aimed at improving maternal and child health. The quality of the studies was assessed using the CASP checklists. Results: The review included 19 studies that demonstrated significant reductions in maternal and child health disparities. Key interventions included demand-side financial assistance, community education, and nutritional supplements. For example, Iron Folic Acid (IFA) supplementation, combined with antenatal care and tetanus toxoid vaccination, significantly reduced postnatal and under-5 mortality (OR = 0.66, 95% CI: 0.45–0.98). Another study reported a 30% reduction in the maternal mortality rate (MMR) among targeted populations. Discussion: Integrating mental health support within maternal healthcare is crucial to addressing exacerbated vulnerabilities. Effective public health initiatives—including financial aid, community-based programs, and improved healthcare services—have demonstrated potential in reducing these disparities. Policy recommendations include combining nutritional supplementation with antenatal care, expanding conditional cash transfer schemes, and enhancing mental health services. Conclusion: Community-based and targeted interventions are essential for reducing health disparities. Policies should prioritize integrated care models, targeted subsidies, and enhanced mental health services to achieve sustainable improvements in maternal and child health outcomes.

The culture factor: Paths to culturally relevant education for teachers and learning communities in the United States of America

The culture factor: Paths to culturally relevant education for teachers and learning communities in the United States of America

Societal acceptance and environmental impact of sustainable diets: A comparative study of vegetarian, vegan, and flexitarian diets with similar transportation distances

The study examines the acceptance and sustainability of vegetarian, vegan, and flexitarian diets, focusing on the health and environmental benefits of reducing animal-derived proteins. Our objective was to investigate the level of acceptance of these dietary trends across different age groups and health statuses and understand how sustainability awareness and health consciousness impact dietary decisions. We used a mixed-method approach to achieve this, conducting eight in-depth interviews and a survey with 329 participants from various demographic backgrounds. Our qualitative analysis revealed that individual and family health consciousness, along with sustainability considerations, play a significant role in dietary choices, particularly among younger generations who are more open to sustainable eating. Quantitative results show that access to information and educational resources strongly influences dietary decisions, further supporting the spread of environmentally conscious eating habits. The practical significance of our research lies in highlighting the importance of educational campaigns and public health policies that can foster broader societal acceptance of sustainable diets. Educational institutions and community organizations can help facilitate the transfer of knowledge necessary for adopting such diets. Our findings emphasize the role of targeted communication strategies in increasing awareness of the benefits of plant-based diets. Furthermore, these insights underline the potential of policy interventions to make sustainable food choices more accessible and appealing to a wider population. Future research could focus on exploring economic incentives and examining long-term health and environmental outcomes associated with these diets.

Do school students study enough about the reproductive system? Data from Jordan

BackgroundUnderstanding reproductive anatomy and physiology is essential for safe wealthy sexual practices as well as reproductive attitudes. It has been advised that comprehensive sexual reproductive health (SRH) education should be provided in educational systems, colleges, and communities. We aimed to explore the knowledge about the reproductive system among first-year students in non-medical health schools.MethodA pre-validated questionnaire was distributed among first year non-medical health care school students in two universities.ResultsA number of 384 students were included. The average score of knowledge was 14.12 out of 42, Female students scored higher than males (15.06 versus 11.54).ConclusionFrom the results of the current study, it appears that Jordanian students do not study enough about reproductive systems. It is recommended that the school curricula in the fields about reproductive systems, need to be reassessed and reformed, teachers need to be trained for better teaching strategies about reproductive subjects as well.

Exploring the development of pedagogical content knowledge (PCK) for health professions educators through faculty development.

Research on how pedagogical content knowledge (PCK)-informed faculty development initiatives can support PCK development among health professions educators is limited. Given the positive impact of PCK on enhancing professional knowledge for effective teaching, this study investigates the learning process of health professions educators in developing their PCK through a faculty development initiative, supported by the Content Representation (CoRe) tool. Using a qualitative approach, grounded in social constructionism, the study engaged eight educators from diverse health disciplines at an Australian university. Participants collaborated in developing and refining PCK-infused lesson plans using the CoRe tool. Several workshops, writing sessions, feedback sharing, and an online community of practice facilitated PCK-related discussion, resource sharing, and networking. Data collection comprised two rounds of individual interviews, written reflections, and lesson planning artefacts. Data were analysed using team-based thematic framework analysis. Four themes were identified: 1) articulating teaching purposes, (2) understanding students' learning needs, (3) promoting reflection on teaching practice, and (4) challenges in adapting and implementing the CoRe tool. The findings highlight the critical role of faculty development programs and advocate for the use of the CoRe tool for articulating and scaffolding PCK for both experienced and novice educators. The collaborative environment facilitated peer feedback and knowledge sharing, thus fostering a collective understanding of PCK and affirming its relevance within the broader health professions education community.

Improving academic integrity through authentic assessment design

ABSTRACT ChatGPT has triggered alarm throughout the higher education community since its release in November 2022. The chatbot has introduced new and complex issues around academic integrity and intensified existing concerns about misconduct practices such as contract cheating. Assessment design has been heralded as a potential solution to address evolving misconduct practices, and there is widespread belief that incorporating authenticity into assessment design is particularly effective. The necessity to deliver ‘employment ready’ graduates has also positioned authentic assessment as a preferred method for fostering the professional skills needed in complex work environments. The development of employability skills, however, is contingent on students being held to the highest academic standards in assessment practices. Promoting authenticity and academic integrity in assessment, therefore, is a continuing priority for higher education. This study employs a narrative literature review to investigate the relationship between authentic assessment and academic integrity, and 20 papers from 2019 to 2023 were chosen for review. This analysis has led to the development of a robust Model for Practice designed to guide the implementation of authentic assessment in a way that improves academic integrity, while simultaneously enhancing student engagement and employability skills, thus informing future assessment practices.

Educational Intervention on Awareness of Health-Damaging Behaviors in Educators

Doping prevention transcends elite sports, highlighting a broader societal challenge where performance enhancement is driven by pressures to increase strength, beauty, and status. This issue extends to adolescents and non-competitive sports participants, where self-optimization pressures are increasingly normalized. Research underscores the need for tailored educational interventions that go beyond punitive measures, fostering ethical decision-making and personal responsibility. The recent literature emphasizes that addressing psychological protective factors, such as self-efficacy and emotional regulation, can effectively mitigate substance use risks. The project “Sport Informa” involved the educational community and adolescents between the ages of 16 and 19, with the goal of providing knowledge about the phenomenon of doping and acquiring tools useful for enhancing self-esteem and self-management skills, in order to prevent the risk of doping by promoting a balanced psychophysical development in young people. A 16 h online training program was delivered to high school teachers. The training provided knowledge about doping, its psychological and social implications, and practical tools for promoting protective factors in students. A longitudinal design was employed, with data collected before and after the intervention using validated psychometric tools, including the Self-Efficacy Scale, the Self-Compassion Scale, and the Emotional Regulation Questionnaire. Results showed significant improvements in teachers’ psychological dimensions, particularly in self-efficacy and emotional regulation, which they subsequently applied in their interactions with students. Finally, a survey was conducted with young participants who took part in the project activities to assess their self-evaluation of key factors relevant to designing future educational interventions and events aimed at preventing doping use.

Role of Formal Education in Understanding Contamination-Related Illnesses: A Study with Maasai Adolescents and Adults in Tanzania

Background Health knowledge of younger generations in rural developing areas may be changed through formal education. For example, young people learn concepts in school that aid them in understanding the causes and spread of illness. This study compares knowledge about illness, germs, and water contamination among adolescents and 23 adults living in a rural Maasai community in Tanzania. It also examines whether adolescents share what they have learned about these concepts with community and family members outside of school. Methods Participants included 40 adolescents in secondary school and 23 adults with little to no schooling. A survey was created and used with both age groups. Data were collected using a translator at a school for adolescents and in the village for adults. Results Findings revealed much similarity in participants’ knowledge of stomach illness and water safety, but adolescents had more knowledge of the biological processes of illness, especially in relation to how germs function. Adolescents reported sharing what they learn in school about health with people at home, both children and adults. Implications for health education in similar communities are discussed.

Equipping Teachers for Success in Rural Communities: Unveiling the Key Characteristics and Attributes of Thriving Rural Teachers

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, the study synthesised leaders’ perceptions of key dispositions and behaviours contributing to rural teachers’ success. Four interconnected dimensions emerged: being community, classroom, professionally and personally equipped. This study revealed that while individual teacher attributes are crucial, school support and community context significantly influence teacher success. The application of attribute theory further revealed that findings attributed teacher’s success to internal, stable, and controllable factors, suggesting that key traits could be developed through targeted professional development and experience. This study provides nuanced insights into ’rural readiness’, informing education policy decisions and practices, initial teacher education institutions, schools, and communities. The study emphasises the need for a holistic approach to teacher preparation and support that considers both individual and systemic factors.

Editorial

In lieu of an abstract: The intensifying global political climate, marked by democratic instability and ideological division, brings continued urgency to questions about how we prepare young people to engage with the world. In this moment of global transformation and reassessment, the study of young adult literature offers one lens through which to examine these challenges. While literature alone cannot resolve our social and political difficulties, how we write about, analyse, and understand stories for young people contributes meaningfully to our academic discourse and cultural conversations about agency, identity, and change. During the last five years, The International Journal of Young Adult Literature has acted as a key space for the advancement of YA Studies and for a community of YA scholars, researchers, and educators to come together to discuss pressing issues in our field.

Editorial: Growing Our Science Education Community

Editorial: Growing Our Science Education Community

One Step at a Time: Incremental Approaches to HIV Prevention

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

Reimagining the future through the co-creation of social entrepreneurship in higher education: a multivariate prediction model approach

PurposeThis remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students' competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions.Design/methodology/approachThe study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions.FindingsThe main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions' impact. (3) The interventions were particularly effective in improving students' innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively.Practical implicationsThe study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students.Originality/valueThis research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development.

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

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

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

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

Fostering Young Entrepreneurs: Family Support as the Cornerstone of Intentions

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

A Cross-sectional Study of COVID-19 Vaccination and Public Perception in Selected Rural Community

The COVID-19 vaccination program in India demonstrated rapid deployment, yet rural populations exhibited lower vaccination rates compared to urban centers. A cross-sectional survey was conducted in rural areas of Surampalem of Andhra Pradesh state in India to evaluate vaccination status, assess public perception, and identify barriers to vaccine uptake. The study included 312 participants (151 males, 161 females) through a door-to-door survey using a structured questionnaire. Results indicated that Covaxin was administered to 168 participants while 144 received Covishield. It is found that 67% of the surveyed population required their second dose, indicating a substantial gap in complete vaccination coverage. Common misconceptions identified among participants included concerns about adverse effects, doubts regarding vaccine efficacy, belief in natural immunity superiority, and fears about vaccine interactions with comorbidities. Statistical analyses using one-way ANOVA and Student's t-tests showed no significant differences between groups regarding vaccine doses, age versus gender, and age versus vaccine type (p > 0.005). Educational interventions were implemented through awareness camps and distribution of informational brochures to address identified misconceptions. Data was shared with local health authorities to facilitate targeted vaccination drives. The study results show the need for continued education and awareness programs in rural communities to improve COVID-19 vaccine acceptance and completion rates.

An exploratory qualitative study of the experiences of women in volunteer non-player roles in Australian community football clubs.

Women are underrepresented in volunteer non-player roles in community sporting clubs, particularly in traditionally male sports such as football (soccer), where participation rates for men and boys remain higher than women and girls. Experiences of women volunteering in community sporting clubs are not well-represented in research literature. By exploring women's experiences volunteering in community Australian Football clubs, the present research aimed to understand the barriers and facilitators of women's participation in volunteer non-player community sport club roles. Our intention is that our findings will provide empirical basis for the design of efficacious evidence-based interventions and initiatives to help close the gender gap of volunteerism rates and experiences, thus facilitating equal opportunities for women to access associated individual social, physical, and mental health benefits of sports volunteering. We conducted individual semi-structured interviews with six women from four Australian Football clubs, to determine barriers and facilitators to volunteering. Reflexive thematic analysis of barriers generated six themes: high expectations of self, intersectionality (of gender with motherhood or race), constrained resources, interpersonal disconnection, lack of organisational support and structure, and gender role assumptions and stereotypes. Analysis of facilitators produced six themes: having or building confidence, positive reinforcement, social connection, deliberate efforts to engage women, role autonomy and shaping, and supportive culture within a club or governing body. Findings revealed that impacts on women's development in non-player roles exist at the individual level, including the interaction of gender, race, and parental status, but also extend beyond this to personal, interpersonal, organisational, and sociocultural factors. Given our research findings we make seven recommendations for governing bodies and community football clubs to enhance volunteering gender equity: 1. Establish support for women by dividing work evenly among volunteers; 2. Provide clear descriptions of non-player roles; 3. Match the skill sets of new women volunteers to suitable roles; 4. Implement mentorship programs to aid collaboration among women who volunteer; 5. Educate communities about gender biases and assumptions; 6. Monitor and seek feedback on gendered task allocation to ensure women's unpaid labour is not disproportionate to men's; and 7. Promote and publicise women in non-player roles to enhance women's visibility and acceptance in community football clubs.

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

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