Pursuit Of Education Research Articles

The role of education in moderating the impact of development on environmental sustainability in OECD countries

This study explores the interconnections among industrialization, urbanization, Foreign Direct Investment (FDI), and carbon emissions (CO2e) across 31 OECD (Organization for Economic Cooperation and Development) countries from 1998 to 2020. In addition, it analyzes how education moderates these relationships. This study employs CO2e as the explained variable, while industrialization, urbanization, and FDI serve as explanatory variables, with education as a moderator. This research utilized Hierarchical regression analysis to examine how education moderates the associations among industrialization, urbanization, FDI, and CO2e. Additionally, to validate the reliability of our results, we utilized the Generalized Method of Moments (GMM). The results of this study imply that CO2e levels increase with the level of industrialization and urbanization. The pursuit of education also contributed to the increase in CO2e. Moreover, education and industrialization have detrimental effects on CO2e. To fill this gap in the existing literature, this study investigates the relationship between industrialization, urbanization, FDI, and CO2e, a domain with scarce empirical investigations. Furthermore, this study contributes uniquely to the literature by investigating the moderating influence of education on the relationships between independent variables and CO2e. This original aspect of this research aims to enhance our understanding of the complex connections between these factors.

Quality and Sustainable Education (SDG4): Usability of Online Educational Applications in Unexpected Online Learning Implementation

Objectives: This study aims to assess the usability of online educational applications (OEAs) among teachers during the unforeseen implementation of online distance learning. Specific objectives include characterizing respondents' profiles, evaluating the usability of each OEA, exploring the relationship between resources, technological skills, and OEA usability, and capturing teachers' lived experiences with OEAs in the context of promoting quality and sustainable education. Theoretical Framework: The study is anchored in the theory of connectivism, which emphasizes the importance of networks and the use of diverse online resources in learning, particularly in unexpected online learning scenarios, and its implications for achieving quality and sustainable education. Method: A convergent mixed-method design was utilized, combining quantitative data from a modified System Usability Scale and a researcher-made questionnaire with qualitative data from interviews. The study involved 105 teachers from partner schools who participated in training on various OEAs, including Kahoot, Quizizz, Padlet, and Mentimeter. Results and Discussion: The findings revealed that the usability of the OEAs was rated as marginally acceptable, with all applications scoring below the acceptable SUS average of 68. A significant relationship was found between technological skills, availability of resources, and OEA usability. Interviews highlighted that while teachers appreciated the training provided, the success of online education, and its alignment with quality and sustainable education goals, depends on adequate resources and ongoing support. Research Implications: The study underscores the need for continuous professional development and resource allocation to improve the usability of OEAs in sustaining quality online education. It suggests that schools should invest in both technological resources and training to enhance the effectiveness of online learning, thereby contributing to the broader objectives of quality and sustainable education. Originality/Value: This research provides valuable insights into the usability challenges of OEAs in emergency online learning contexts, contributing to the ongoing discourse on sustainable education practices and the pursuit of quality education during unforeseen disruptions.

The Assessment of Post-secondary Supports: A New Measure of an Understudied SCCT Construct

We investigated environmental supports, an understudied aspect of Social Cognitive Career Theory (SCCT), with rural Appalachian youth, an understudied population. We developed a new measure of proximal influences that bolster the pursuit of postsecondary education, the Assessment of Postsecondary Supports (APSS). Across 3 studies, we develop and validate the new measure, finding strong internal consistency and construct validity. Moreover, scores on the APSS were positively correlated with college-going self-efficacy (CGSE) and college outcome expectations (COE), explaining more unique variance than a measure of perceived educational barriers.

In what environment can female college students excel? An analysis of gender differences in learning of Chinese college students

With the expansion of higher education in China, gender equity has been largely improved at the entrance to undergraduate education. Yet, whether male and female students developed equally during college is still under debate. Using data from a Chinese national college student survey in 2021, this study explores gender differences in learning behaviors and outcomes of college students and examines whether they are influenced differently by educational environmental factors. Employing multiple regression models, we find that though female students outperformed males on active learning behaviors and academic scores, they were less active in higher-order learning behaviors, resource-intensive high-impact educational practice, and student-faculty interactions and reported lower educational gains than their male counterparts. Environmental and educational factors, including institute type, gender composition, academic challenges, and student support, influence the gender gaps in different ways. Overall, most female college students behave under the gender expectations of society and are less responsive to educational factors than their male counterparts. Collectively, these findings underscore the need for heightened awareness of gender gaps in the learning process in different learning environments and advocate for a more tailored collegiate environment that optimally supports female students’ educational pursuits.

Response to R. Shep Melnick’s Review of Developing Scholars: Race, Politics, and the Pursuit of Higher Education

Response to R. Shep Melnick’s Review of <i>Developing Scholars: Race, Politics, and the Pursuit of Higher Education</i>

A Study of the Current Status of Inclusive Education Literacy Development Among College Normal Students Majoring in Early Childhood Education—Taking Province G in China as an Example

Inclusive early childhood education is a major trend globally in the pursuit of equitable and high-quality preschool education, and it is an indispensable part of building a high-quality education system in China. Developing an excellent teaching workforce in inclusive early childhood education is key to improving the quality of preschool integration, and pre-service training is particularly crucial. This study focuses on preschool education major students in G Province, China, using a questionnaire survey method to assess the levels of various dimensions of inclusive education literacy among these students, identify existing issues, draw research conclusions, and provide recommendations. The results indicate that students have a high level of understanding of inclusive education concepts, but their knowledge and skills are relatively low. There are significant differences in inclusive education literacy levels among students from different school tiers and grades, with junior college students scoring higher than undergraduate college students. Additionally, there are no significant differences in inclusive education literacy based on gender or whether students have had face-to-face contact with exceptional children. The findings of this study can serve as a valuable resource for the pre-service training of early childhood teachers in inclusive education literacy.

Developing Scholars: Race, Politics, and the Pursuit of Higher Education. By Domingo Morel. New York: Oxford University Press, 2023. 242p. $99.00 hardcover, $27.95 paper.

Developing Scholars: Race, Politics, and the Pursuit of Higher Education. By Domingo Morel. New York: Oxford University Press, 2023. 242p. $99.00 hardcover, $27.95 paper.

Empowering Indigenous Communities: The Pursuit of Quality Education and Peaceful Societies

Educational Institutions in the Cordillera Administrative Region (CAR) fervently advocate for Indigenous Peoples (IP) and Peace Studies Education in higher learning, aligning with the CHED Regional Memorandum No. 56 of 2023. The University of Baguio and other Higher Educational institutions actively integrate IP and Peace Studies into their academic programs. This paper addresses two objectives: explaining cultural misappropriation and introducing the Cordillera Heritage Project to address this issue. This study utilizes a qualitative-descriptive research method by participating in the different programs under Project Cordillera heritage. Project HERITAGE (Higher Education Regional Integration and Teaching of Appropriate, Genuine, and Exhaustive Studies on Indigenous Peoples) is a collaboration between the University of Baguio, CHED CAR, and regional Higher Education Institutions. It introduces Cordillera Heritage as a foundational course, Cordillera Heritage 101: ‘History and Socio-cultural Heritage’, preserving Cordilleran identity through knowledge, systems, practices, settlements and institutions. The Cordillera Heritage stands as a living legacy, relevant in contemporary society and vital to the region’s history. It culminates in the Cordillera Heritage Workbook, which enhances educational materials and includes faculty immersion and training services. The University of Baguio’s proactive approach earned commendation from the Commission on Higher Education for being the first to offer Cordillera Heritage 101 across all programs. The institution’s commitment reflects in successfully implementing the first regional HERITAGE Faculty Immersion Training Service, showcasing its dedication. The Cordillera Heritage Project responds to regional educational needs by integrating subjects that respect and promote Cordilleran knowledge, values, and culture. Aligned with the aspirations for autonomy and self-determination in Cordillera communities, this course is a significant step toward preserving and promoting the region’s heritage within the educational landscape.

XÂY DỰNG CHƯƠNG TRÌNH CÁC DỰ ÁN NGHỆ THUẬT HỘI HOẠ ỨNG DỤNG VÀO LỚP HỌC THEO MÔ HÌNH GIÁO DỤC MONTESSORI

Establishing a curriculum for painting art projects within the Montessori education model is imperative for fostering objective practice conducive to social development. Through this investigation, we employ theoretical research methodologies to scrutinize the contextual nuances, program dynamics, and influential factors shaping the implementation of art projects in early childhood classrooms catering to children aged 3 to 6, harmonizing with the Montessori educational ethos. Utilizing the collaborative autoethnography method (Chang et al., 2014), we delve into experiential insights from practical educational pursuits. Preliminary findings indicate the efficacy of art education for this age group, underscored by key aspects including 1) The harmonization of theory and practice throughout program development and implementation; 2) the formulation of precise program framework implementation strategies; 3) the provision of comprehensive providing assistance and direction in selecting art projects and activities for preschool educators. These research outcomes offer a novel perspective on the symbiotic relationship between theory and practice, thus fostering the adoption of innovative methodologies in preschool education within the Vietnamese context. Keywords: Curriculum; project; painting art; children aged 3-6; Montessori education model.

A Qualitative Exploration into How Teachers Understand and Practice Forgiveness

Forgiveness, though hard for many to simply define in concrete terms, is not necessarily a foreign concept or practice for the average individual. In an attempt to further understanding of forgiveness, the present study gathered the thoughts, opinions, and experiences of a specific community of individuals, public school teachers. Using a series of six focus group interviews, analysis of data produced insights and conclusions related to how teachers understand forgiveness in theory and practice, how they practice forgiveness within their jobs, and their thoughts on forgiveness or virtue education within schools. Thematic analysis is presented with quotational support and a discussion of application to both forgiveness theory and future forgiveness education pursuits is offered in summation. Due to the many mental, emotional, and physical health benefits associated with forgiveness, the value of exploring forgiveness and forgiveness education is readily evident. This study provides a glimpse into the experiences of a community of individuals who practice forgiveness regularly within the context of their jobs as public school educators.

BRUSH Summer Research Program: Promoting Science Identity in Underrepresented Veterinary and Undergraduate Students.

While all facets of the health care workforce need to diversify, the veterinary profession lags behind in training students from underrepresented populations. The need to increase diversity among health care professionals is not limited to clinicians but extends to those generating new information through biomedical research. To address demographic disparities within the biomedical research community, we provide a summer research program for veterinary and undergraduate students from populations historically underrepresented in the biomedical workforce that is explicitly designed to foster science identity and subsequently increase participants' interest and success in pursuing biomedical research-related educational and career paths. We hypothesized that participation in this program would enhance science identity, confidence, and pursuit of research-related education and subsequent careers. Three validated survey instruments containing qualitative ordered rating scales were administered to program participants (N = 57) over the course of the summer in which they participated (2018-2022). Questions asked at two time points were analyzed with a repeated-measures linear mixed-effects model. Significant growth was reported in most topics surveyed over time. Many queries within gains, confidence, and science identity modules displayed significant increases over time or scored high in surveys at both time points. In addition, post-graduate educational and career outcomes were obtained for alumni (N = 130) of program years 2011-2023; their post-graduate enrollment rates (78%) markedly exceeded national norms. This multidimensional experiential research program, which holistically fosters professional networking and student confidence in research-related endeavors, provides quantifiable growth in research skills and science identity. These gains support students' persistence in research and biomedical-related educational and career paths.

Educational Exit and the Pursuit of a Happy Childhood Among Singaporean Middle‐Class Families

ABSTRACTOn the basis of ethnographic fieldwork in Singapore, the article explores the tension between children's academic success and emotional wellbeing, and the ways in which middle‐class parents navigate these conflicting aspirations. It delves into families with young children who pursue alternative lifestyles by moving abroad to a presumably less stressful environment or by homeschooling their children. The study aims to understand how parents who ‘opt out’ perceive their children's future and the sacrifices they make in pursuing alternative education for their children. Decisions were made to ‘protect’ the child from the potentially negative effects of a competitive education system, while pursuing an alternative childhood and school–life balance. East Asian education systems are globally renowned for their high academic standards and for producing students who score at the top on international assessment tests and rankings. In this context, alternative educational pursuits are both less established and less well understood, yet they are central to understanding emerging aspirations of wellbeing as well as the reconfiguration of conventional ideals of upward social mobility.

Teachers’ Readiness in Online Learning: Digital Literacy-Self-Efficacy, Pedagogical Competence, Attitude, Infrastructure, and Management Support

Information and communication technologies (ICTs) are now used in education as a necessary tool. ICTs are used extensively in education, therefore, in order for teachers to effectively manage their classrooms, they need to be highly digitally skilled and have good attitudes. The spread of digital technology poses challenges as well as prospects, particularly for the younger generation. Online distance education provides individuals with convenient and accessible avenues for engaging in educational pursuits. The research aimed to analyze the teachers’ readiness in online learning: digital literacy- self–efficacy, pedagogical competence, attitude, infrastructure, and management support in Indonesia. The research conducted was a quantitative study employing a survey design. The survey data was analyzed using Structural Equation Modelling (SEM) with AMOS. A questionnaire was used to gather the data. There were 2.788 teachers involved as participants throughout Indonesia. The results show the relationship between the five indicators in digital literacy-self-efficacy (TR-DLSE), pedagogical competence (PC), attitude readiness (AR), infrastructure readiness (IR), and management support (MS). The readiness in terms of attitude explains the construct the best compared to the other four indicators with a value of 0.996. The square of factor loading (FL) on the readiness of attitude is 0.93, indicating that 93% of teacher readiness levels in online learning are influenced by the enthusiastic attitude of the teachers in Indonesia. It can be concluded that the teachers’ attitude readiness for online learning in Indonesia influences teachers' readiness. Suggestions for further research are provided.

‘Through guilt and resilience, we author ourselves’: a collaborative autoethnography of Vietnamese PhD student mothers / ‘A través de la culpa y la resiliencia, nos escribimos a nosotras mismas’: una autoetnografía de madres doctorandas vietnamitas

In this article, we employed collaborative autoethnography to explore the experiences of ourselves as four Vietnamese PhD student mothers who crossed national borders in pursuit of further education and encountered multiple challenges along the way. Based on Bakhtin’s theory of dialogism, we unpacked our experiences by presenting ongoing dialogues that influenced thoughts about our doctoral studies and mothering practices. On the one hand, we recounted our experiences of mother guilt, life–work balance and escalating tensions in the academic journeys and our constant struggle to conform to the moral norms bound by the political and cultural ideologies prescribed to Vietnamese women. At the same time, we displayed our resilience through our self-dialogues, which helped us counter the social norms to author our voices.

The moral economy of student debt: A pharmacological approach

Over the past three decades, student debt has surged in most English-speaking countries. Despite this trend, enrollment at universities has steadily risen, which testifies to the enduring appeal that higher education still exerts on middle-class individuals and families. Nevertheless, the policies responsible for this growing indebtedness have also stirred up their share of controversy. In an attempt to make sense of these debates, this article focuses mainly on the English and American cases to demonstrate how moral arguments have been put forth both in favor of and against using credit to finance education. Because it shows the ambivalent and unstable nature of the normative principles underpinning debt relations, the concept of moral economy is particularly well suited to discuss this phenomenon. On one hand, it explains how certain ethical expectations seemingly justify the need to incur debt for educational pursuits. On the other hand, it also shows why the perceived legitimacy of student debt eventually comes to be challenged. At its core lies an undecidable choice between antinomic values, as the decision to study on credit involves both a striving for personal autonomy and subjecting oneself to an exploitative relation of dependence. Recognizing this fundamental ambivalence, the article develops a ‘pharmacological approach’ to address the issue of student debt, aiming to better grasp the social and political tensions surrounding higher education in neoliberal societies.

The Pursuit of Education: My story [Young Professionals

The Pursuit of Education: My story [Young Professionals

The right to education and attitudes toward Hijras in Bangladesh: assessing educational support to achieve sustainable communities

Purpose This study aims to evaluate the current educational opportunities available to hermaphrodite (Hijra) students, analyze their difficulties while pursuing academic degrees and suggest potential approaches to address these issues. Design/methodology/approach This research used a qualitative method to analyze the challenges Hijra individuals face in pursuing education. A total of 20 interviews were conducted with two Hijra groups those who are pursuing an education and those who have abandoned it to collect primary data. The purposive sampling technique was used to identify and choose diverse sources of information. Moreover, the phenomena have been comprehended using the Access Theory and the Gender Stratification Theory. Findings The findings show that although every Bangladeshi has the right to a decent education, few Hijra youngsters attend schools. Numerous barriers, such as discriminatory views and remarks about third-gender people, physical and mental harassment, a lack of emotional and financial support, family issues, discrimination in the school community and hostility from classmates and teachers, make it difficult for hermaphrodite students to receive a proper education. Originality/value This research paper fills a gap in the current body of knowledge by presenting empirical evidence regarding young people’s perceptions of the third-gender, the societal barriers faced by Hijra individuals in their pursuit of quality education, their future opportunities, the root causes of these challenges and possible solutions.

Strengthening Social Work Research Education in Pursuit of Social Justice

Research education in social work is becoming increasingly influenced by anti-scientific ideologies. Social work researchers and students now exist in an environment that is moving away from scientific and pedagogical touchstones. These touchstones include the expectation to (a) select research questions, (b) rely upon relevant and applicable methods that are tailored to answer those questions, and (c) engage in a free and open discourse about the selection of methods, even if they are in stark contrast to those that are preferred by personal values or pre-determined ideology. We state our concern that social work research is narrowing, leaving researchers pressured to diverge from general qualitative and quantitative scientific approaches, and risking the stifling of open discourse needed to inform efficacious interventions and/or policies. In addition to the challenges identified by Feldman, this paper suggests an additional challenge—that SW research education may be failing to prepare scholars to follow the scientific standards needed to advance the evidence-based useful to those we serve. We propose alternative approaches.

Caught in the geopolitical tensions between China and the United States

Drawing on the survey data from 259 students enrolled at American universities, the study explores how recent tensions between China and the U.S. and issues of public safety would affect Chinese students’ perceptions and aspirations for American education. The findings of the research identify significant correlations between the effects of U.S. policies regarding Chinese students, concerns about U.S. public safety, and the impact of U.S. foreign policy toward China on Chinese students at American universities. Students’ responses reveal how the pursuit of an American college education remains deeply intertwined with broader societal dynamics and geopolitical realities, which challenge the aspirations of Chinese students for education abroad in an increasingly deglobalizing world.

From Immigrant Legacy to Educational Future: Redefining Latinx Immigrant Familial Engagement in College-Going Habitus Cultivation

ABSTRACT This paper utilizes Latinx Critical Theory, assets-based methodology, and a sociohistorical approach to investigate how college-going habitus is cultivated amongst Latinx immigrant families. I define a college-going habitus as an orientation toward the pursuit of higher education that can be constructed through a variety of histories and means. Leveraging data from 28 interviews with children of Latinx immigrants applying to college, I explore the role immigrant familial histories (immigrant legacies) play in college-going habitus construction and how they challenge traditiosnal notions of familial involvement. I argue that an attention to immigrant legacies demonstrates the lifelong cultivation of higher education aspirations amongst children of immigrants and shows that we must look beyond familial educational histories when understanding how students craft their college trajectories.