Educational Practice Research Articles

The Subject as Vibrant Matter

In the article Hartmut Rosa’s concept ‘resonance’ and Jacques Rancière’s concept ‘le partage du sensible’ are explored through an aesthetic and musical interpretation of teaching. The main aim is to bring understanding into how educational practices, in particular teaching practice, can bring life into subject matter, and construe it as meaningful, significant, and important in times of social acceleration and alienation (Rosa, 2015; Stiegler, 2010). Besides texts from Rosa and Rancière, the article draws on discussions from music philosophy (Bucht, 2009; Lingis, 2004), and educational philosophy (Benner, 2015; Mollenhauer, 2014; Uljens, 1998). The article suggests that Rosa’s concept of ‘resonance’ and Rancière’s concept of ‘le partage du sensible’, read together and against each other, bring insights into discussions about the phenomenological nature of teaching, described as a sort of experiential frequency-modulation that aims for resonant relationships between students and the world. While Rancière’s aesthetics can be used to highlight the abstract logics and politics of educational relations, Rosa’s sociology of resonance provides a valuable complement that grounds teaching practice in lived experience. Resonance implies, according to Rosa, an aspect of constitutive inaccessibility, which requires that both subject and world are sufficiently “closed” or self-consistent so that both sides can speak “in their own voice”, while also remaining open to be affected or reached by each other. Interpreting this resonant state educationally, and from the perspective of Rancière’s aesthetics, turns teaching into a resonance-enabling practice where students, as unique subjects, are allowed to confront the teaching content in its pure materiality; to hear it sing with its own voice, key, and rhythm.

ParaVerse: co-design of a parachute rehearsal and training virtual-reality enhanced simulator for the Australian Defence Force: combining a generative co-design framework and an agile approach to development

While co-design methods are crucial for developing digital educational interventions that are user-centred, contextually relevant, inclusive, and effective in meeting the diverse needs of learners and educators, little attention has been paid to the potential value of co-design processes for digital application development in the Defence context. This research gauged the efficacy of combining a generative co-design framework making use of agile and iterative co-design principles in an applied research and development project. The project produced an immersive virtual reality based digital solution in collaboration with the Australian Defence Force Special Operations Command (SOCOMD) Army. Specifically, the ParaVerse project sought to develop a solution considering the advanced Tactics, Techniques and Procedures (TTPs) relevant to special operations soldiers for advanced parachute training. A Defence advisory group consisting of a series of subject matter experts was formulated to consult with the research and development team over the course of the co-design process. End-user testing with 35 SOCOMD personnel demonstrated the value of the ParaVerse application for SOCOMD personnel, speaking to the success of the leveraged generative co-design model. End-users rated ParaVerse as having greater capacity to influence education and training practices for SOCOMD and Defence generally in comparison to a pre-existing virtual parachute simulator. ParaVerse was also rated higher for satisfaction and useability and was associated with fewer instances of motion sickness. The Generative Co-Design Framework leveraged for this research provides one roadmap on how to integrate end-users in innovation design, particularly for projects working across the nexus of Defence and academia.

Hybrid professional identities: exploring non-native English-speaking teachers’ lived experiences through the Cyborg Manifesto

ABSTRACT Drawing on Donna Haraway’s ‘Cyborg Manifesto’ and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of ‘non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs’ identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of ‘hybrid professional becoming’ in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students’ English language learning experiences and reshape the field in alignment with Donna Haraway’s Cyborg Manifesto.

How Individual Factors Shape Innovative Work Behavior in Malaysian HEIs: The Role of Innovation Capability, Knowledge Sharing and Psychological Empowerment

This study investigates the factors driving academics' innovative work behavior (IWB) in Malaysian Higher Education Institutions (HEIs), focusing on individual innovation capability, psychological empowerment, and knowledge sharing. The respondents comprised 382 academics from 24 Malaysian universities listed in the QS World Ranking 2023, selected through convenience sampling. Data were collected via a Google Form questionnaire distributed by email. The descriptive analysis assessed individual innovation capabilities, psychological empowerment, and knowledge-sharing levels, and their impact on IWB. The findings indicate high engagement in innovative activities, with academics demonstrating strong innovative capabilities, a sense of empowerment, and active knowledge-sharing practices. These individual factors significantly contribute to fostering IWB, highlighting the importance of continuous professional development, supportive institutional environments, and collaborative cultures in promoting innovation within HEIs. This study provides valuable insights for policymakers and university administrators to enhance the innovative potential of academics, ultimately contributing to the advancement of knowledge and improvement of educational practices in Malaysian HEIs. Future research should explore longitudinal effects and potential moderating factors to further understand innovative work behavior dynamics in academic settings.

Synergistic effects of students’ mathematics and science motivational beliefs on achievement, and their determinants

BackgroundStudents’ mathematics and science motivational beliefs are crucial determinants of their school academic achievement in math and science. The current study aimed to identify the group memberships of students’ motivational beliefs in math and science, which are closely related. Furthermore, this study probed the predictive effects of individual students’ experiences at school on forming group membership. We also tested the mean differences of the identified latent groups in math and science achievement.ResultsUsing latent profile analysis modeling, we examined data from 3857 Korean eighth-grade students participating in the 2019 Trends in International Mathematics and Science Study. The theoretical rationale and supplementary statistical indices showed a five-group membership as the optimal solution. The five groups are high motivation, medium motivation, low math/high science motivation, low motivation, and very low motivation. Students’ sense of school belonging was the most crucial predictor in forming group membership, whereas perceived student bullying did not predict group membership. Finally, students in distinct motivational belief groups exhibited differences in their math and science achievements.ConclusionsThis study identified five subgroups of students based on their distinct motivational beliefs in math and science, and variations in their association with achievements. In terms of policy development and intervention, it is important to nurture students’ sense of school belonging. This study advances motivational theories in science, technology, engineering, and mathematics education, and provides practical suggestions for improving educational practices to enhance student math and science motivational beliefs.

Factors influencing educators’ implementation of quality teaching practices in Australian engineering education

ABSTRACT Improving teaching quality within engineering education is a long-standing challenge, made more difficult by the complex economic, political, and social environment in which educators operate. Understanding the enablers and barriers to implementing quality educational practices from a holistic perspective is thus critical for developing evidence-based actions for improving practice. This study addresses the research question: ‘what key factors influence engineering educators’ implementation of quality educational practices, and how?’. Using Bourdieu’s Theory of Practice as the theoretical lens, interviews were conducted with 21 engineering educators from 11 distinct Australian universities. Conceptualising the field as the engineering departments of Australian universities, data were thematically analysed to identify key themes relating to capital (what is valued within the field) and habitus (characteristics influencing individuals’ perceptions). Five factors emerged relating to capital: knowledge of engineering subject matter, knowledge of quality educational practices, recognition of teaching quality, resource allocation for teaching, and collegial network. These interacted with four factors relating to educators’ habitus: role context, personal motivation towards teaching, subject and student characteristics, and institutional context. Recommendations for educational leaders include increasing the value of educational and industry acquired engineering knowledge, developing enhanced impact evaluation approaches aligned to recognition processes, and supporting engagement between educators.

Entrepreneurship Educators in an Age of Climate and Ecological Breakdown

It is stated, with increasing frequency and urgency, that Entrepreneurship Education should help society move past Business as Usual, the unsustainable development pathway which depletes communities and is driving climate and ecological breakdown. We agree with this ideal, but our lived experience suggests that the everyday philosophy and practice of mainstream Entrepreneurship Education means this shift will be challenging for many educators. Mainstream narratives of economic growth and tools such as Business Model Canvas erase social and ecological concerns, compromising the Entrepreneurship Educator in the way they prioritize economic concerns over un/sustainability. Our question is, given the demand for transformation in Entrepreneurship Education, how do we—educators—change ourselves and our practice? In this paper we blend action-based accounts of change with interpretations from a dialogic perspective to elaborate how Entrepreneurship Educators can, and already are, taking action in light of climate and ecological breakdown. We provide a way of thinking about how change happens—in and through relations and dialogue between people—and new conceptual directions—the metacrisis and time between worlds—which aim to contribute a source of agency for educators.

Co-design practice in higher education: practice theory insights into collaborative curriculum development

ABSTRACT Higher education curricula require regular renewal. Varied expertise is needed to meet the multi-faceted challenges of curriculum development, hence the importance of collaborative approaches. Co-design is one approach to curriculum making as a relational practice, with evidence showing it can improve pedagogical quality and stakeholder involvement via a collaborative ethos that breaks through constraints of individual imagination and assumptions. The actual doing of co-design in higher education remains largely undocumented, limiting our understanding of this crucial feature of contemporary pedagogical innovation and development. This paper combines the theory of practice architectures with practitioner inquiry to explore three co-design projects within a large curriculum transformation initiative at an Australian university. Each involved a course coordinator, educational developer and learning designer working with tutors, students, industry representatives and media producers. Analysis focuses on how co-design team members connected their own actions to those of others, and how they collectively accomplished things that could not have been achieved alone. Identifying these highlights co-design as a process of learning, coming to practise differently, shaped by the site at which it unfolds, but also reshaping this wider context. This analysis sheds new conceptual light on the black box of co-design as enacted in higher education.

The Influence of Family Dynamics and Environment on Academic Performance and Understanding of Trigonometry

This article is the result of a research that was carried out to obtain the degree of Master's Degree in Education in the postgraduate program of the Faculty of Education of the Popular University of Cesar and monographic work of the degrees in Mathematics and Computer Science and Mathematics and Physics of the same university. The main objective of this study was to analyze the influence of the family environment on the learning and academic performance of students in tenth grade trigonometry from a public educational institution in the city of Valledupar. Applying a mixed method, the research employed a simultaneous integrated design, where quantitative and qualitative data were collected and analyzed at the same time. This approach allowed for a complete and nuanced understanding of the research questions, providing a holistic view by exploring family dynamics and environment and how these impact performance and understanding of trigonometry. As for the implications for educational practice, it is evident that there is a need to implement strategies that involve families in the teaching-learning process of trigonometry, since the data collected revealed a clear correlation between the level of parental participation in education and students' understanding of trigonometric concepts. In addition, the study found that a positive and supportive family environment contributed significantly to higher academic achievement in trigonometry.

Enhancing Integration of Technology in Authentic Assessment for Education: A Structured Review

In the ever-evolving landscape of education, the seamless integration of technology into authentic assessment practices has become a transformative force, reshaping how students are both evaluated and engaged. Authentic assessment, characterized by its emphasis on the real-world application of knowledge and skills, has gained prominence for its ability to gauge students' comprehension and foster deeper learning experiences. As technology continues to infiltrate the educational field, a pressing need arises to assess the effectiveness of these digital tools in promoting genuine understanding and critical thinking among students. This structured review of the PRISMA approach was applied to find the primary data based on keywords such as Technology, Science, and Authentic Assessment. Based on advanced searching on SCOPUS and Web of Science, we found (n=55). Expert scholar decided to develop 3 themes, which are (1) Online Assessment and Technology- Enhanced Learning, (2) Educational Practices and Student Engagement, and (3) Assessment and Curriculum Development. The findings underscore technology's immense potential in elevating authentic assessments for students, offering new avenues for engagement and skill development. It is evident that when wielded thoughtfully and integrated into pedagogy, technology can empower young learners to explore, inquire, and excel in the fascinating world of education. This study not only bridges existing gaps in the literature but also serves as a valuable resource for educators and policymakers alike, providing insights into harnessing technology's power to enhance authentic assessment practices and, consequently, the overall educational experience.

Критериальное поле и диагностические инструменты определения эмоционального благополучия детей дошкольного возраста в семье и образовательной организации

<p>The article is devoted to the important problem of identification of the emotional well-being of preschool children in the family and educational organization. Basing on the analysis of existing approaches to this problem in Russian psychological and pedagogical science, the authors have identified the criteria field of the concept of "emotional well-being", which is a complex level structure of interrelated criteria and indicators: emotional background (manifestation of emotions), the ability to control emotions (emotional stability) and emotional perception of situations (emotional attitude to situations and events). Such manifestations in the behavior and activities of a child, depending on the conditions of his life in a family or educational organization, are negative or positive. The complexity of the concept of "emotional well-being" and the criteria field of its identification in childhood requires an integrated approach to the development of diagnostic tools. The authors announced a developed set of diagnostic tools, which includes methods that allow to record external indicators of the emotional state of a child, to identify the child's internal emotional attitude to current or predicted events, as well as to obtain an external indirect assessment of the child's subjective state and the child's subjective attitude to situations in the family and educational organization. It is noted that the announced methods can be used in the practice of preschool education in order to support psychological and pedagogical development of preschool children including various target groups, as well as in the targeted psychological assistance of families with preschool children.</p>

Planning the optimal general nurse graduates: methodology and significance

Global problems with a shortage of nurses and an increasing demand for nursing care raise questions about whether the education system as the primary source of new nurses is in line with future demands. Despite the shortage, the situation in the Czech Republic is not yet critical, but the analysis of the age structure and the small number of graduates indicates a problem on the horizon of 15 to 20 years. The objective of the article is to present the methodology developed to estimate the demand for the profession of a nurse to maintain a functional health care system according to demographic changes and to propose the optimal number of students enrolled in the nursing study program. Authors created the methodology as part of the project “Competent Nurse for the 21st Century: Analysis and proposal for optimisation of nursing education and professional practice”, supported by the Czech Republic Technological Agency. The methodology was certified by the Czech Republic Ministry of Health at the end of 2022.

Implication of makerspace layout design in rural primary schools of Lianyungang, Jiangsu Province, China

ABSTRACT Makerspaces originated from students’ interests and utilised digital tools through project-based learning, advocating creation, encouraging sharing, and cultivating students’ interdisciplinary problem-solving, teamwork, and innovation skills. Makerspaces aligned with China's educational reforms to support different teaching and learning (TnL) activities. This study examines the impact of different spatial layouts, furniture, and technology arrangements in makerspaces on TnL activities in rural primary schools in Lianyungang, Jiangsu Province, China. By analysing four TnL activities, which are Presentations, Discussions, Individual Learning, and Team-Teaching, this research seeks to improve educational performances in remote areas. Using quantitative data and AnyLogic agent-based simulations, this study assesses the effectiveness of different makerspace models in three case study schools in rural area Lianyungang. The findings reveal that the effectiveness of makerspace models varies significantly in improving student engagement and performance, particularly in Presentation and Team-Teaching activities. Results suggest that different makerspace models can vary significantly in their effectiveness in improving student engagement and performance, especially in Presentation and Team-Teaching activities. The study offers insights on how to structure these spaces for twenty-first-century learning and highlights adaptable makerspaces that meet the evolving needs of both students and teachers. This research findings are crucial for optimising the makerspaces design and adjusting educational practices in the context of Chinese educational reform. The results also have far-reaching implications in informing educational management and policymaking, providing practical solutions for designing makerspaces that address the needs of teachers and students in rural areas. This research provides valuable recommendations for improving rural education by implementing makerspace.

The near and far transfer effects of computerized working memory training in typically developing preschool children: Evidence from event-related potentials

Working memory (WM) refers to the ability to actively maintain and process information needed to complete complex tasks such as comprehension, learning, and reasoning. Recent studies have examined the efficacy of computerized working memory training (WMT) in improving cognitive functions in general and WM in particular, with mixed results. Thus, to what extent can WMT produce near and far transfer effects to cognitive function is currently unclear. This study investigated the transfer effects of a computerized WMT for preschool children and also examined the possible neural correlates using the event-related potential (ERP) technique. A total of 50 Chinese preschoolers (64.44 ± 7.76 months old; 24 girls) received 4-week training during school hours. Compared with those in the active control group, children in the training group showed better gains in behavioral performance in the WM task and significantly more changes in ERP markers of the WM and inhibitory control tasks (near transfer effect). However, no evidence was found for transfer to fluid intelligence (far transfer effect). These findings suggest that WMT is capable of enhancing cognitive functioning in preschool children, and as such this work has important implications for educational practice and it may help to design and refine cognitive interventions for typically developing children and those with WM problems or other cognitive deficits (e.g., children with attention-deficit/hyperactivity disorder).

Ghosts of African Education: Mass Hysteria and Embodied Resistance within Postcolonial Senegalese Schools and Atlantic Migrations

This article works toward conceptualizing frictions between colonial education and non-Western traditions of African education in the modern African state. Signaling manifestations of educational friction or disequilibrium, we apply the concept of haunting to uncover ways the legacy of colonial education is reproduced through Western modernity as a form of disembodied educational practice, conflicting with the ghostly presence of collective African educational traditions. More specifically, we offer a conceptual inquiry into the phenomena of Jinne Maimouna, what has been called a mysterious “mass hysteria” within Senegalese schools. In doing so, we work toward a rethinking of education in relation with the transatlantic Black Radical Tradition and links to haunted forms of Atlantic migrations by Senegalese youth. The article gestures toward the power within the deeply rooted knowledge systems and practices emanating from Africa that return in the present and future. We suggest that practices of deciphering and rethinking the embodiment of traditions of African education might offer methods that break from colonizing episteme toward longer temporal educational liberation.

Influence of Simulations on Students' Achievement in Physics in Secondary Schools in Nandi East, Kenya

Many secondary schools in Kenya are yet to incorporate Mobile Technologies into their educational practices, despite widespread ownership and use by both students and teachers. This study investigated the influence of simulations on students' achievement in physics in secondary schools in Nandi East, Kenya. The dismal performance in physics locally and nationally may be linked to slow technological integration, hence the need for the study. The target population consisted of Form Three physics students and 30 Heads of Department (HODs) from 31 secondary schools. A descriptive survey design was utilized. Random and purposive sampling was used to select participants, and data collection involved questionnaires and interviews. Using Taro Yamane’s Formula, the sample size was determined to be 300 students, 30 HODs, and 30 schools. Data were analyzed using SPSS, providing descriptive statistics such as frequencies, percentages, pie charts, means, and standard deviations (SD). The reliability of the questionnaire items was confirmed with a Cronbach Alpha coefficient above 0.7. The findings emphasize the significant benefits of integrating simulations on students' academic achievement in secondary school physics learning. While the study offers important insights, its geographical limitation, technological access issues, and narrow scope constraints must be considered. These results have implications for various stakeholders including learners, parents, teachers, school administrators, curriculum developers, and policymakers. Learners will benefit from improved effectiveness, engagement, and personalized instruction, while policymakers will gain insights for future improvements. The study recommended learners be allowed to bring their own devices to school to ensure equality and equity in access to digital learning materials.

Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study

Abstract This mixed-methods study explores the interconnected influence of growth mindset, mindfulness, and second language (L2) self-efficacy on language achievement in intermediate English as a foreign language (EFL) learners. Quantitative data (n = 411) analyzed through Structural Equation Modeling (SEM) and qualitative insights from semi-structured interviews (n = 19) reveal significant positive associations between all three factors and L2 achievement. SEM further clarifies the direct and indirect pathways through which these psychological elements impact learning outcomes. Qualitative findings enrich this understanding by showcasing learners’ lived experiences and the transformative power of these variables in fostering a supportive learning environment. Collectively, the results emphasize the importance of integrating growth-oriented beliefs, nurturing self-efficacy, and employing mindfulness practices in language education to optimize learning. This research offers notable insights for second language acquisition and educational psychology, informing educators, policymakers, and practitioners about effective strategies for promoting successful language learning journeys.

Institutional policies and practices to improve access and success in higher education: the students’ proposals

ABSTRACT Ensuring equal conditions of access and success for all higher education students is a challenging task for educational systems and institutions. Understanding the students’ perspectives and needs regarding educational policies and institutional practices in higher education can be an important contribution to improving the quality of education. This paper aims to identify the main obstacles faced by students and their proposals for the improvement of policies and institutional practices in the Portuguese higher education system to promote access and success for all students. By using a mixed-methods approach, we gathered responses from 1,292 students enrolled in 56 HEIs. Data was analysed through content analysis with a pre-existing grid comprising three dimensions: socio-economic, educational and institutional. Descriptive statistics were carried out for the quantitative data. The results revealed socio-economic factors were the most frequently mentioned as needing improvement, followed by the educational and institutional factors. The results allow concluding that institutional practices and educational policies are directly related. Thus, the institutional and political improvement actions should be seen in a holistic and integrative way, integrating actions to enhance the students’ socio-economic, educational and institutional conditions.

Developing an interprofessional identity complementary to a professional identity - findings related to Extended Professional Identity Theory (EPIT)

Collaboration among various professions often faces barriers owing to divergent perspectives, priorities, and expertise shaped by distinct socialization processes. These differences can hinder effectiveness, efficiency, and workforce well-being. The Extended Professional Identity Theory (EPIT) addresses this issue by fostering an interprofessional identity without weakening professional identities. Drawing from psychological theories, EPIT explains the coexistence of interprofessional and professional identities, and predicts associated behaviors. It also emphasizes the importance of combining interprofessional identity formation with developing interprofessional competencies and adapting to environmental factors to achieve synergy in (temporary or permanent) mixed profession groups. Introduced in 2018, EPIT research initially relied on the measurement of congruent interprofessional behaviors as indirect indicators of interprofessional identity that could not yet be measured. An experiment demonstrated that enhancing social identification in mixed profession groups with interprofessional assignments reduced the social hierarchy within 6 h across three meetings. The 2020 development of the Extended Professional Identity Scale (EPIS) confirmed interprofessional identity as a three-dimensional social construct. So far, several scientific studies have supported many propositions of EPIT. These propositions are related to dimensionality and various psychometric properties, cross-cultural similarities, evidence and clues for interprofessional identity formation, and its predictive validity in interprofessional education and collaborative practice. Türkiye is among several countries (e.g., the Netherlands, Belgium, Germany, Lithuania, Finland, and Indonesia) where EPIT-based interprofessional identity is being investigated. To illustrate contextual differences and their potential cross-cultural implications, it is valuable to explore how interprofessional identity adds value in the Turkish context. This approach facilitates understanding the regional implications of interprofessional identity, including interprofessional education initiatives, increased university engagement, the development of measurement instruments, challenges and future directions, and national and international collaborations. This paper aims to explain and clarify EPIT propositions compared to other theories, describe current evidence, and outline future research directions, with a focus on developments within the Turkish context as a showcase.

Penerapan Metode Proyek Dalam Kurikulum Merdeka Pada Mata Pelajaran Al-Quran Hadits

This study examines the application of the project method in learning Al-Quran Hadith class X at MAN 4 Jombang in the context of the Merdeka Curriculum. Using a qualitative approach with observation, interview, and documentation analysis methods, this study aims to understand the implementation, impact, and challenges of applying the project method. The results show that the implementation of the project method has brought significant changes in the learning process, creating a more interactive and learner-centered learning environment. The main characteristics of learning include independent completion of tasks, full responsibility of learners, and involvement of various parties. Positive impacts are seen in increased motivation, understanding of the material, and development of 21st-century skills. However, challenges such as time constraints, variations in learners‘ abilities, and educators’ professional development needs are still faced. This research provides insights into the potential integration of contemporary learning approaches in Islamic education and highlights the importance of systemic support in the implementation of educational innovations. The findings can serve as a reference for the development of educational policies and practices that are responsive to the needs of learners in the modern era while maintaining the core values of Islamic education.