Educational Practice Research Articles

Empowering children for better health with child-to-child approach: a systematic literature review

PurposeChild-to-Child (C-to-C) approach is an evidence-based approach that ensures the child’s participation in bringing about positive changes in healthcare. By systematically investigating the literature, the study aimed to evaluate the effectiveness of the approach and recognize associated themes, methodologies and outcomes.Design/methodology/approachAn extensive search on PubMed, ProQuest, Cochrane and Dimensions AI databases was performed for original research articles on C-to-C intervention, with no time and geographical restrictions. Following PRISMA and PICO, the Joanna Briggs Institute (JBI) critical appraisal tool assessed the studies. A data tabulation technique was used to summarize these studies.FindingsThe approach shows promising results in enhancing children’s understanding of health issues and their participation in community health promotion. This, in turn, encourages the adoption of better healthcare practices and shows improved health outcomes.Research limitations/implicationsFurther research is required to understand the long-term impact of the approach on populations from diverse socioeconomic statuses in different study settings.Practical implicationsThe findings will be helpful for practitioners, educators, policymakers and other stakeholders in creating more successful and effective C-to-C intervention programs to make informed decisions, achieve sustainable behavior change and improve health.Originality/valueThe originality of this review paper is evident in its unique focus on the C-to-C approach, which empowers children not only as recipients of health education but also as active contributors to promoting health. Further, the present research also explores the intricacies of how children learn from each other, offering new insights into effective educational practices.

Preschool teachers’ literacy beliefs, their evaluations of children’s writing, and their recommendations for ways to support it

AbstractPreschool teachers’ literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers’ literacy skills. In this light, we explored how preschool teachers’ beliefs regarding early literacy and its promotion predict their knowledge, reflected in how they evaluate three young children’s writing products and their recommendations for ways to promote these children’s writing, taking into consideration teacher and classroom variables (teacher training, preschool age group, and preschool SES). Participants were 110 teachers of preschoolers (aged 4–6). The teachers completed a literacy beliefs questionnaire. They were then presented with three products written by anonymous 5.5-year-old preschoolers, representing three writing levels: initial, intermediate, and advanced, and asked what each child knows about writing and recommendations for how they can be promoted. Responses were coded for the following aspects: letters, phonology, orthography, the writing system, and composing. Results showed that preschool teachers believe children’s early literacy and its promotion are important, and that these beliefs predicted some of their evaluations and recommendations. In the evaluations, the teachers did not relate at all to composing. They related primarily to letters and phonology, both in their assessments of the children’s knowledge and their recommendations for promoting the children’s writing. At more advanced writing levels, they also related to Hebrew orthography and the writing system, and made recommendations regarding these aspects. The study suggests that preschool teachers should be encouraged to incorporate composing and more complex aspects of writing into their writing activities and instruction.

Fostering autonomy in vocational college students: A fusion of metacognitive strategies and social cognitive learning theory

The aim of this study is to investigate how to foster vocational college students' autonomy in learning by integrating metacognitive strategies and social cognitive learning theory. The study uses social cognitive learning theory to look at metacognitive strategies in a systmematic and thorough way. It looks for similarities and places where the two can be combined in order to come up with a new and effective way to teach. 1) The integration of metacognitive strategies and social cognitive learning theory offers innovative perspectives and strategies for educational practice, fostering students' autonomy and social adaptability; 2) Through dual monitoring of cognition, nurturing social cognition, and deep integration of metacognitive strategies, educational practices can enhance students' cognitive control and social interaction abilities. 3) Future educational endeavors should focus on eliciting metacognitive awareness, integrating metacognitive strategies into teaching practices, and emphasizing social cognitive elements in evaluation mechanisms to address the complex challenges of modern education. 4) The fusion of these theories presents challenges in theoretical integration, teaching practices, assessment systems, and professional development, requiring innovative solutions and comprehensive support for educators and students alike. This study emphasizes the importance of teaching students reflective learning practices and actively cultivating metacognitive regulation abilities through cooperative learning. Furthermore, it underscores the necessity of integrating social cognitive aspects into assessment practices, thereby proposing an innovative educational approach.

Shifting the paradigm: a critical review of educational approaches for fostering learner wellbeing

This critical review explores how contemporary education is undergoing a paradigm shift by integrating learner wellbeing as a core objective. The review delves into the potential shortcomings of traditional, exam-driven educational approaches, which can inadvertently contribute to stress, anxiety, and a sense of alienation among learners. Studies have shown positive correlations between SEL programs and improvements in student mental health, academic performance, and social skills. Mindfulness interventions have also demonstrated promising results in reducing stress and anxiety while promoting emotional resilience and focus among learners. On the other hand, student-centred pedagogies have been linked to increased student engagement, motivation, and self-efficacy. However, the review acknowledges that challenges remain in fully integrating wellbeing into educational practices. Teacher training and professional development are crucial for successfully implementing these approaches. Additionally, ensuring consistency and alignment between wellbeing initiatives at the classroom level and broader school policies remains a concern. Furthermore, standardized testing and high-stakes assessments can continue to create pressure and anxiety, potentially undermining efforts to foster wellbeing. In conclusion, this critical review highlights the growing recognition of learner wellbeing as a core educational objective. By exploring various theoretical frameworks, the limitations of traditional approaches, and the potential of emerging practices, the review underscores the need for a paradigm shift in education. Ultimately, integrating wellbeing into the educational experience has the potential to nurture not only academically successful individuals but also well-rounded, resilient, and thriving learners.

Advancing the Human Rights Content of the Social Work Curriculum

ABSTRACT Recognizing the current turmoil resulting in the displacement of large numbers of people across the globe, the continuing persecution of groups within their countries, and the necessity of responding effectively and globally to human vulnerability, the authors argue for the elevation of human rights content within the social work curriculum. The authors examine the forces, both contemporary and historic, calling for a stronger relevance of human rights now and into the foreseeable future, the relevance of human rights content to social work education, and the broad scope of human rights content educators can map across the social work curriculum. They conclude the article by offering a curriculum framework supporting human rights practice education in social work.

Teaching Practice for Ideological and Political Education of College English based on Production-Oriented Approach

“Ideological and Political Education” is the focus of the reform of college English courses in the new era. This article uses Production-Oriented Approach (POA) as the theoretical basis to design classes and takes the College English course as a case to study how to integrate ideological and political elements into the “motivating, enabling and assessing” teaching procedures. It aims to achieve the organic integration of language learning and ideological education, which provides reference for ideological and political education in college English teaching.

Firefighters or deputy lead learners? Organizational, deputy and principal in-situ perspectives on the role of secondary deputy principals

ABSTRACT There is a dearth of research examining secondary school deputy principals’ in situ educational leadership practices. This study explores deputies’ educational leadership and engagement with the Australian Professional Standards for Teachers (benchmarking standards). Interviews with seven system and policy leaders from regulatory and jurisdictional organizations provided background for interviews with five principals, 11 deputies and analysis of 24 school documents in five schools. Although sensitive to instructional and transformational leadership, this qualitative study is primarily inductive and sought understanding of deputies in diverse school contexts. Thematic analysis provided insight into contextualized leadership practices through an Australian secondary deputy lens. A spectrum of educational leadership was often hampered by managerial responsibilities. Opportunities for practicing instructional and transformational leadership varied and were often constrained by socialization into the deputy role and a Taylorist approach to role allocation. System and policy leaders identified the importance of deputy engagement with ‘the Standards’, but in-school engagement depended largely on individual schools allocating deputies’ duties. Findings illustrate how instructional and transformational leadership theories do not always address deputies’ onsite practice and require integration with organizational and socialization theories. These five schools revealed heavy dependence on school context, historical conventions and local socialization into deputy roles.

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

ABSTRACT Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students’ resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students’ perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students’ (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. “Discipline-specific vocabulary” was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused “online translator” as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.

Exploring the Innovative Model of Social Practice Education for College Students based on Course Ideological and Political Education

College students participate in social practice to cultivate their ideals and beliefs. This is not only an effective way to educate college students on socialist core values, but also a good supplement. On this basis, a teaching philosophy of "people-oriented" and "morality based" was proposed, through research on the "Three Represents" and "Five Represents". Based on the demand for talents in the new era and the actual situation of social practice teaching, this paper proposes an optimization approach for the social practice teaching mode of college students based on ideological and political theory courses in universities.

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

With the increasing number of university students with disabilities, university professors play a significant role in teaching and assessment. The purpose of this study was to develop and validate a scale to assess university faculty’s knowledge, attitudes, and practices in relation to providing special education services. A total of 210 faculty members recruited from 15 universities in Taiwan participated in this study. The sample included lecturers (n = 51), assistant professors (n = 75), associate professors (n = 66), and professors (n = 18). The proposed Faculty Perspectives on Special Education Scale (FPSES), a 32-item scale, includes three subscales: Special Education Knowledge (SEK), Attitudes Towards Students (ATS), and Provision of Services (POS). Data collected were analyzed using descriptive statistics, item analysis, correlation analysis, t tests, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Results showed that FPSES has satisfactory internal consistency reliability, with Cronbach’s ? ranging from .93 to .96 and test-retest reliabilities, with coefficient ranging from .88 to .96. The FPSES also exhibited favorable content validity. Furthermore, the CFA confirmed a good fit between the proposed second-order model and the sample data, thereby ensuring the construct validity. In summary, FPSES is a favorable assessment tool with good psychometric properties, which provides insights into faculty perspectives, attitudes, and practices in the provision of special education services for university students with disabilities. Recommendations are provided for future research and the Office of Disability Services at the university. Received: 29 March 2024 / Accepted: 30 April 2024 / Published: 5 May 2024

Transforming educational leadership in higher education with innovative administrative strategies

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration.

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Attitudes Toward Inclusion and Utilitarian-Progressive Philosophical Orientations: A Survey Study of Maltese State Primary School Educators

This article conceptualises Maltese educational philosophy according to a utilitarian-progressive dualism, with critical theory as the source of antagonism between the two positions. In this sense, education for work and economic development serves as a utilitarian or technocratic justification for the prevailing socioeconomic status quo. In contrast, education for personal and social development serves more progressive or humanistic goals of personal empowerment and sociopolitical emancipation. Given that inclusion is a relatively explicit feature of Maltese educational policy and practice, we asked how attitudes towards inclusion currently interact with the broader foregoing philosophical orientations among Maltese primary school educators. A survey of 62 educators in a large state primary school was carried out, consisting of an existing scale for measuring attitudes toward inclusion, as well as a locally contextualised bespoke scale designed to measure philosophical orientations. Factors such as role and experience, as well as initial and ongoing training were included as explanatory factors. The results suggest overall positive attitudes toward inclusion, combined with a juxtaposition of utilitarian and progressive views about education. Based on the findings, we argue that initial training is a particularly important opportunity for educators to engage more fully with philosophy of education and critical pedagogy since they are less likely to do so later in their careers in the Maltese primary state school sector.

The impact of instructional design on language acquisition in multilingual STEM classrooms

This conceptual review investigates the profound influence of instructional design on language acquisition within the dynamic context of multilingual STEM classrooms. In an era marked by the intersection of diverse linguistic backgrounds and the growing emphasis on STEM education, understanding how instructional strategies can facilitate language learning alongside scientific inquiry is imperative. This paper navigates through the intricate terrain of curriculum development to elucidate strategies to foster environments conducive to language acquisition and scientific exploration. The strategies for seamlessly integrating language objectives into STEM lessons are central to this exploration. The paper underscores the importance of deliberate planning to embed language proficiency goals within the framework of scientific concepts, thereby facilitating a holistic approach to learning. Furthermore, it illuminates the role of collaborative learning activities in nurturing language skills, emphasizing the synergy between peer interaction and linguistic development. Through collaborative endeavors, students engage in meaningful discourse, negotiating language use while collectively constructing scientific knowledge. Moreover, the review delves into the efficacy of scaffolded instruction as a cornerstone for supporting students' linguistic and cognitive development. By providing structured support tailored to learners' proficiency levels, scaffolded instruction scaffolds students' language acquisition journey while concurrently scaffolding their understanding of complex STEM concepts. This targeted approach not only cultivates language fluency but also fosters conceptual mastery, ensuring equitable access to STEM education for all students regardless of linguistic backgrounds. This conceptual review offers insights into the intricate interplay between instructional design and language acquisition within multilingual STEM classrooms. By delineating strategies for embedding language objectives, fostering collaborative learning, and implementing scaffolded instruction, it contributes to the ongoing discourse on enhancing educational practices that empower students to thrive linguistically and scientifically in the multicultural landscape of modern education. Keywords: Instructional Design, Language Acquisition, Multilingual, Stem Classrooms, Curriculum Development, Scaffolded Instruction.

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

This integrative literature review analyzes how AI, specifically Machine Learning (ML) and Large Language Models (LLMs), is used in Moroccan education. The study emphasizes the significance of modernizing traditional educational techniques. It investigates how artificial intelligence may personalize learning experiences, minimize educational disparities, and foster a culturally diverse and technologically sophisticated learning environment. The ILR uses a conceptual framework that highlights customized learning, equitable education, technological innovation, and a systematic methodology that incorporates extensive literature synthesis. The research process thoroughly examines multiple academic sources, including peer-reviewed articles, books, conference papers, and reports. The ILR identifies relevant patterns, barriers, and opportunities associated with integrating AI in Moroccan education by carefully studying and synthesizing data. The findings demonstrate the enormous potential of ML and LLMs in revolutionizing teaching methods, encouraging active student participation, and closing educational inequalities across Morocco. The paper finishes by underlining the need to incorporate AI into educational practice and identifying areas for future research. It emphasizes investigating how AI may help Morocco and other countries modernize their education systems.

Proposing an Interprofessional Competency Framework for Person-Centered Care Connecting Interprofessional Education and Collaborative Practice

Introduction: The number of complex healthcare problems is increasing, the workforce is diminishing, and healthcare costs are rising. Interprofessional Education and Collaborative Practice is a promising solution, necessitating the cultivation of skills and competencies among health and social care professionals. The central question guiding this study revolves around the possibility of merging interprofessional collaboration, lifelong learning, the International Classification of Functioning, Disability and Health (ICF), and the Rehabilitation Competency Framework (RCF) into a unified competency framework that can be used in both education and in the work field. Method: In total, five modified Delphi rounds were executed during three phases specifically comprising the design, relevance, and report stages. The first contains a literature search, the second includes 11 pilots with surveys, and the last finalized the INPRO Competency Framework (INPRO CF). Results: The primary result is the INPRO CF that is readable, accurate, applicable, and accepted. It contains five domains, 17 competencies, and 200 learning outcomes or behaviors. It exists in four languages (Dutch, Finnish, English, German). Discussion: The INPRO CF is a relevant interprofessional competency framework designed to alleviate deficiencies between education and practice so it is suitable for a lifelong learning process. It demonstrates adaptability across various contexts. Implications for Practice The INPRO Competency Framework provides a structured overview of the learning journey in becoming an experienced interprofessional collaborator and is applicable in both practice and educational settings. The INPRO Competency Framework provides a comprehensive understanding of goals that an individual in a team can work on and structures those that it would like to achieve. The INPRO Competency Framework has the potential to positively impact person centered care by promoting collaboration among health and social care professionals. It simultaneously can contributes to transforming education by shaping curricula and preparing students for interprofessional teamwork in their future careers.

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

ChatGPT in higher education: factors influencing ChatGPT user satisfaction and continued use intention

Artificial intelligence (AI) chatbots, represented by ChatGPT, have shown significant improvement in natural learning and problem analysis and solving, which could trigger a profound change in the education sector and have a far-reaching impact on educational practices. This study aimed to gain insights into the various impacts on users’ experience when using the AI tool ChatGPT in higher education. The study analyzed questionnaire data from 328 college students who used ChatGPT. Employing structural equation modeling, this study examined the technology acceptance model in the higher educational setting to identify factors influencing continued use of ChatGPT. The results show that ChatGPT’s compatibility positively affected users’ perceived ease of use and that efficiency positively affected perceived usefulness. Furthermore, perceived ease of use and perceived usefulness were identified as core factors affecting users’ satisfaction and continued use intentions, with user satisfaction showing a significant positive effect on continued use intention. The findings not only provide new perspectives on human–computer interaction theory in higher education but also further refine the functions of current smart devices. This study will help to promote the continued progress and improvement of educational technology, while also deepening understanding of the relationship between attitude and behavior.

Navigating the Portfolio Landscape: Examining Lecturers’ and Students’ Perspectives on Portfolio Assessment Practices

This study examined the perceptions of lecturers and students regarding portfolio assessment practices, their overall attitudes towards this assessment method, and the alignment and divergence between their perceptions. Employing a survey research design, the study was conducted at the University of Education, Winneba, in the Central Region of Ghana, involving 52 final-year science education students and five of their lecturers. Students were selected using stratified random sampling, while lecturers were chosen purposefully. Data collection instruments comprised five-point Likert scale questionnaires administered to both groups, ranging from strongly disagree to strongly agree. Descriptive analysis, including mean, frequencies, and percentages, was utilised for data analysis. Results indicated that lecturers generally perceive a clear purpose for portfolio assessment practices (mean score = 4.20) and emphasise integrating them into every educational programme (mean score = 4.40), while students express lower levels of satisfaction with these aspects (mean scores = 2.15, 2.42, respectively). Additionally, lecturers exhibit moderate attitudes towards portfolio assessment (60.0%), while students predominantly demonstrate low attitudes (59.6%). Alignment between lecturers and students is evident in some areas, such as the importance of communicating objectives and providing feedback to students and the importance of this assessment in diagnosing students’ strengths and weaknesses, but discrepancies arise regarding the guidance of students during the practices. The study concluded that understanding and addressing the differences in perceptions and attitudes between lecturers and students is crucial for promoting a shared understanding and acceptance of portfolio assessment practices. In order to close gaps and foster meaningful engagement, it is then recommended that institutions prioritise efforts to improve communication, collaboration, and support for both lecturers and students to enhance the effectiveness of portfolio assessment practices in higher education.

Meeting the need for effective and standardized neonatology training: a pan-European Master's Curriculum.

Neonatology is a pediatric sub-discipline focused on providing care for newborn infants, including healthy newborns, those born prematurely, and those who present with illnesses or malformations requiring medical care. The European Training Requirements (ETR) in Neonatology provide a framework for standardized quality and recognition of equality of training throughout Europe. The latest ETR version was approved by the Union of European Medical Specialists (UEMS) in April 2021. Here, we present the curriculum of the European School of Neonatology Master of Advanced Studies (ESN MAS), which is based on the ETR in Neonatology and aims to provide a model for effective and standardized training and education in neonatal medicine. We review the history and theory that form the foundation of contemporary medical education and training, provide a literature review on best practices for medical training, pediatric training, and neonatology training specifically, including educational frameworks and evidence-based systems of evaluation. The ESN MAS Curriculum is then evaluated in light of these best practices to define its role in meeting the need for a standardized empirically supported neonatology training curriculum for physicians, and in the future for nurses, to improve the quality of neonatal care for all infants. IMPACT STATEMENT: A review of the neonatology training literature was conducted, which concluded that there is a need for standardized neonatology training across international contexts to keep pace with growth in the field and rapidly advancing technology. This article presents the European School of Neonatology Master of Advanced Studies in Neonatology, which is intended to provide a standardized training curriculum for pediatricians and nurses seeking sub-specialization in neonatology. The curriculum is evaluated in light of best practices in medical education, neonatology training, and adult learning theory.