Education Knowledge Research Articles

Pachamama Allied to Human Rights Education: Applicability of The Indigenous Worldview As An Eco-Legal Proposal For Interpretation and Way of Living

Objective: To propose an approach to teaching human rights and environmental education together, based on knowledge about Pachamama. Theoretical Framework: Legal documents that support human rights education and the concept of Pachamama. To this end, the authors Capra and Mattei (2018), Zaffaroni (2017), Benevides (2022) and Moraes (2018) were used, with the same aim of interconnecting the rights of nature with human rights. Method: To carry out this article, we started from bibliographical and documentary research, through studies of legislation and literature on the subject, using the hypothetical-deductive method. Results and Discussion: The research envisaged the proposal of a practice of Human Rights Education combined with practices of Environmental Education in order to promote the awareness and emancipation of the subject in harmony with nature, interpreting it as Pachamama. Research Implications: To direct a proposal through a State Bill to add a specific curricular component to work with Human Rights and the promotion of their culture combined with Environmental Education practices and knowledge about Pachamama in the early years of Elementary School, 8th and 9th grades. Originality/Value: This study contributes to innovation in the teaching of human rights in schools linked to a systemic view of nature, which considers human beings and values ​​their interconnection with the environment. The relevance and value of this research are evidenced by the way in which the law is applied from an eco-legal perspective.

Knowledge and perception of dental educators regarding relative value units: A pilot study.

The aim of this pilot study was to evaluate the knowledge and perception among dental educators regarding the use of relative value units (RVUs) in medicine, perceived benefits in dentistry, and the relative ranking of the components to define RVUs in dentistry. A convenience sample of dental educators participating in the American Dental Education Association's Leadership Institute (2023-2024) cohort was surveyed for their knowledge and perception regarding RVUs. The responses were stratified based on experience with RVUs prior to statistical analyses (α=0.05). Twenty-six dental educators from 18 different North American dental schools and nine different dental specialties participated in this pilot study. Although not significant, a higher proportion of dental educators with prior experience perceived RVUs as a valuable tool in dental practice for assigning chair time, developing payment models, and tracking student-resident progress in a clinical course. There was a lack of consensus among dental educators regarding the components for determining dental procedural RVUs. This pilot study provides limited evidence that prior knowledge of RVUs may be related to its perceived benefits among dental educators, but a broader study design is needed to draw meaningful conclusions and universally acceptable components for determining RVUs in dentistry.

Menyelami Esensi: Integrasi Ilmu Pengetahuan dan Teknologi dalam Kurikulum Pendidikan Agama Islam

Each period experiences an important transformation in Islamic religious education, which requires the development of an accurate curriculum with a strong foundation to achieve clear targets. This paper aims to investigate the contribution of curriculum development principles in the context of Islamic religious education. The writing method used is library research using scientific journals, books and online sources. The findings show how crucial a comprehensive understanding of the Islamic education curriculum, knowledge and science is, as well as the influence of scientific thinking on the progress of science and technology. This article emphasizes that the Islamic education curriculum goes beyond academic boundaries by integrating spiritual and moral aspects to form a generation that God-fearing. In addition, knowledge and science play an important role in education, while the philosophy of science guides the direction of the development of science and technology.

The comparison of comprehensive sexuality education knowledge and attitudes in CSE-exposed and CSE-naïve non-formal settings in Lagos State, Nigeria.

This study compared the sexual reproductive health and rights related knowledge and attitudes towards inclusive gender norms among students in comprehensive sexuality education (CSE) exposed and naïve technical and vocational centers in Lagos state, Nigeria. It also explored the benefits of teaching and learning about CSE from exposed students and their instructors. A mixed-method research design was used. The study population comprised of students 15-24 years of age attending technical and vocational centers in Lagos State and instructors in CSE-exposed centres. Sample size of 450 per group was calculated. A structured interviewer-administered questionnaire; focus group discussions and key informant interviews were used for data collection. Quantitative data was analyzed at p<0.05; coding and thematic analysis of qualitative data was followed by integration and of the findings; and interpreted using the information-motivation-behavioural skills model. Students in CSE-exposed schools had statistically significantly higher SRHR-related knowledge scores and positive attitudes towards inclusive gender norms. The CSE training improved the educational knowledge and teaching modalities of the instructors. The adolescents had increased knowledge, acquired behavioural skills, and changed certain behaviors. The SRHR-related benefits extended to their siblings and friends. This study contributes to the knowledge available on the benefits of CSE for young people in non-formal settings in Nigeria. It revealed that CSE training benefits not only the students but also their instructors, who reported acquisition of new teaching skills and improved parenting skills. The study findings suggest that the integration of CSE into non-formal educational settings could improve the SRHR- related knowledge among young people, promote inclusive gender norms and potentially contribute to improved SRH outcomes and related SDGs in Nigeria.

The Needs of Teaching English Using Brain-Based Learning in 21st Century Era

Background: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement.

Harnessing the diaspora advantage

As Africa strides towards attaining Sustainable Development Goals (SDGs) and Agenda 2063 for inclusive development, harnessing both internal and external expertise is crucial. Yet, the continent's vast, highly skilled diaspora remains largely sidelined in education systems and knowledge economies. This paper explores the lived experiences of the African diaspora including professionals, innovators, entrepreneurs, and African stakeholders, including academics, university leadership, policymakers, and business leaders, using the coloniality lens to develop a framework for equitable and inclusive diaspora knowledge democracy. Data collection involved interviews with 25 diaspora professionals and 15 African stakeholders. Findings revealed a complex interplay of factors which constrain equitable and inclusive diaspora knowledge democracy which promotes diaspora contribution to Africa’s development. However, both groups expressed a strong commitment to Africa’s progress. The paper proposes a framework for collaborative approaches for dismantling colonial dividers through policy supported by building blocks such as incentives and support, knowledge exchange, engagement channels, and impact reviews. By positioning the diaspora as equitable knowledge democracy partners, Africa can accelerate research translation and fuel sustainable growth.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

Impact of Online Learning Platforms in Enhancing Employees' Skills and Knowledge in Academia

Abstract: The study investigates the impact of online learning platforms like Coursera and NPTEL on enhancing educators' skills and knowledge in academia. With digital transformation accelerating post-COVID-19, platforms offer flexibility for professional development, yet challenges persist. The study, conducted through a survey of 73 educators in Bengaluru, uses quantitative and descriptive methods, applying statistical tools like Correlation, Chi-Square tests, and ANOVA to assess platform effectiveness. Key findings reveal that platforms like LinkedIn Learning and Udemy are popular, but balancing work and learning is a challenge for many. While educators appreciate the flexibility, 56.2% express dissatisfaction with the long-term career growth and skill development offered by these platforms. The study highlights the need for better interactive features, practical learning opportunities, and improvements in course content to support effective professional growth in academia. In conclusion, while online platforms provide valuable resources, they must address these gaps to fully meet educators' needs for continuous upskilling

درجة امتلاك أعضاء هيئة التدريس للمهارات التكنولوجية التربوية المعرفية وفق إطار (TPACK) من وجهة نظر أعضاء وطالبات كلية التربية في جامعة حائل

The study aimed to identify the degree of acquisition of faculty members’ technological, educational and content knowledge according to the framework (TPACK) at the College of Education at University of Hail. The study used the quantitative method, and the questionnaire was a survey to achieve its goal. The population of study were 84 faculty members and 326 students. The results of the study revealed that there is a high degree of faculty members’ (TPACK) from their point of view with a mean of (4.177). The results also showed that there was a correlation between the responses of the faculty members and the responses of the students for the faculty members’ (TPACK) seven components. The study included a number of recommendations and suggestions.

Assessing cognitive flexibility in adaptive learning technologies for special education

This study used quantitative methods to examine the correlation between adaptive learning technology and cognitive flexibility in kids receiving special education. The study included a cohort of 120 kids, ages 8–12, who were diagnosed with particular learning difficulties, ADHD, or autism spectrum disorder. Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST), while the utilization of adaptive learning technologies was quantified using self–report questionnaires. The data was analyzed using several statistical methods, such as independent samples t-tests, regression, Pearson correlation coefficients, ANOVA, and ANCOVA. The findings revealed a noteworthy and favorable correlation between the utilization of adaptive technology and the scores of cognitive flexibilities. This correlation remained significant even after accounting for demographic characteristics. Moreover, it was shown that the diagnostic status had a moderating effect on the correlation between the utilization of adaptive technology and cognitive flexibility. The results emphasize the capacity of adaptive learning technologies to improve cognitive flexibility abilities in kids with special needs, offering significant knowledge for educators, legislators, and technology developers.

Optimalisasi Pendayagunaan Zakat Melalui Program Beasiswa Prestasi Tahun 2017-2020: Studi Kasus pada Dompet Dhuafa Waspada Sumatera Utara

This study was conducted to determine whether the utilization of zakat carried out by Dompet Dhuafa Waspada (DDW) in collaboration with UPZ Bank SUMUT throught the achievement scholarship program has been running optimally or not. This study use a descriptive approach with the type of research is qualitative, so the data analysis use is descriptive qualitative analysis. The results of this study indicate that the achievement scholarship program run by DDW in collaboration with UPZ Bank SUMUT has been running optimally. It is evident from the amount of funds obtained since 2017-2020 which has increased, as well as all the efforts they have made to make this program better and more effective. Then this achievement scholarship program has also resulted in significant changes to the lives of the scholarship beneficiaries, starting from the assistance in education costs, increasing skills and knowledge about entrepreneurship. However, there is still a need for further improvements in the implementation of this program so that this program continues to improve and be more optimal.

Existencia y representación política en el maestro

The document seeks to introduce the problematization of political representation, placing elements of existential order in the lives of teachers. In the section, titled: Searching for the memory of the political representation of teachers, the idea of ​​memory is developed with some references to the teaching of the Catholic Church in statements about the work of teachers and education. The following section entitled Educational everyday life and soteriological meanings aims to give continuity to the problem of memory and the political and existential representation of the teacher from a patristic anchor evocatively inspired by the work of the doctor of the church, Saint Maximus the Confessor. The last part and the conclusions situate the problem and the purpose of the necessary inclusion of narrative forms that truly allow man to emancipate himself from the yoke of Leviathan. The work ventures into the realms of exploration through symbols that have been eroded by modernity. It outlines an archeology of knowledge about elements of educational knowledge from a Christian conception that today is foreign to many modern spirits given the metaphysical crisis and catastrophe that marks our post-modern and neoliberal educational experience, very foreign even to the libertarian mentality of our school teachers. like Fernando González, and whose epigraph captured in the year 1941 in his book The School Teacher has served us to introduce this document.

Integration of Indigenous Knowledge Systems and Practices (IKSPs) in the K to 12 Curriculum for Sama Bajaus: A Case Study

This study is concerned with mending the gap in department orders, specifically the policy framework on IPED known as DO No. 62, s. 2011, which was meant for indigenous groups. The study would concentrate on finding significant data to recommend a tailored policy framework that would answer the needs of Sama Bajaus. This study utilized a convergent mixed method with teachers, school heads, students, parents of students from pre-selected education institutions in Batangas, Sama Bajau elders, and local government and NCIP officials served as the participants. Based on the results and discussions presented in this study, it is concluded that the Indigenous Knowledge System and Practices (IKSPs) of the Sama Bajau community exhibit characteristics that align with curriculum integration, promoting cultural advancement, social inclusion, and the preservation of Indigenous heritage. Integration of Sama Bajau’s IKSPs within the K to 12 Basic Education Curriculum has the potential to support Sama Bajau learners by offering increased learning opportunities that are culturally sensitive and inclusive. Furthermore, it can enhance the awareness and understanding of school personnel, particularly teachers and school heads, regarding the importance of localizing and indigenizing knowledge, skills, attitudes, and values (KSAV) in education. However, the study also revealed that challenges and issues are impeding the effective integration of IKSPs into the curriculum. These challenges include the availability of cultural learning resources and the overall responsiveness of the educational system. It was found that the extent of integration of Sama Bajau’s IKSPs is significantly related to the problems and issues encountered. Therefore, a policy recommendation is suggested to address the gaps in localization and indigenization within the curriculum, ensuring that learners’ needs are adequately met.

Validity and reliability of a physical literacy knowledge, attitudes, self-efficacy and behaviors questionnaire for early childhood educators (PLKASB-ECE): An exploratory factor analysis.

Nurturing physical literacy in young children offers a unique opportunity to address global physical inactivity trend. Early childhood education and care (ECEC) environments, with their extensive reach into this age group, and early childhood educators, through their daily interactions with children, are strategically positioned to influence children's physical literacy development. However, enhancing educators' ability to foster physical literacy requires valid and reliable assessment tools to measure holistic physical literacy constructs (i.e., cognitive, affective, behavioral) to assess the impact of physical literacy educational interventions. The purpose of this study was to develop a holistic digital tool to measure physical literacy knowledge, attitudes, self-efficacy, and behaviors of early childhood educators (PLKASB-ECE) for both their professional teaching context as well as the educator's own personal physical literacy behaviours. This study was conducted in two phases. Phase 1 involved item generation and content validation. Phase 2 employed a cross-sectional validation study design to assess the psychometric properties of the PLKASB-ECE tool. Based on a literature review an initial 19-item instrument was developed that subsequently underwent three rounds of expert content validation. Six additional items were added, resulting in a final 25-item self-report measure with a readability score equivalent to an 8th grade reading level (Flesch-Kincaid Grade Level: 8.7). This included 1 global rating item, 2 qualitative response items, 7 knowledge items, and 15 items addressing physical literacy attitudes, self-efficacy and behaviors using a 7-point Likert response scale. The PLKASB-ECE tool was administered to 470 educators in Alberta, Canada between 2019 to 2022. The 15 items were subjected to exploratory factor analysis and resulted in a five-factor scale with one item not loading. The five-factor scale held with the final 14 items with loadings ranging from 0.481 to 0.886, Cronbach's alpha ranging from 0.70 to 0.82, with ordinal omega ranging from 0.72 to 0.82. Usability, as assessed by completion time, was 8.15 minutes. These findings demonstrate good indices of reliability and validity for the PLKASB-ECE tool. This tool will be valuable as a research outcome measure for assessing educational interventions aimed at enhancing educators' understanding, confidence, and strategies for fostering holistic concepts of physical literacy in young children within ECECs.

ChatGPT in language education: Centering learner voices

Within educational linguistics and applied language studies, the debut of ChatGPT has spurred significant scholarship analyzing its potential benefits and consequences in language teaching and learning. However, limited empirical research on factors influencing language learners’ use or non-use of ChatGPT exists. From an ecological theoretical perspective, an understanding of this (non)usage is nevertheless essential: a nuanced understanding of if, how, and why language learners use these tools is necessary to craft meaningful approaches to ChatGPT and other similar generative AI tools in the language classroom. To address this gap, the current article reports on an online survey of 173 learners of non-English languages at a large public university in the United States. Survey data were analyzed using descriptive statistics and iterative qualitative coding (e.g., thematic analysis). Analysis revealed a large majority of participants (74%) elected not to use ChatGPT in their language learning. The article subsequently explores the factors that influenced this non-use, namely policies; concerns about ethics both inside and outside the language classroom (e.g., concerns about cheating, intellectual theft, and questions of fairness); beliefs about tool limitations; considerations of the potential negative impacts on language learning; and reflections on education more broadly. We discuss the implications of these findings in relation to the role of digital literacies in language education; the production of knowledge in education; and the meaning of language study, including actionable items in the language classroom.

Preparing Teachers for Inclusive Education: Pre-Service Teachers’ Knowledge, Perceptions and Experiences of Inclusive Pedagogy from Teaching Practice

Various scholars have questioned the effectiveness of teacher education programmes in preparing teachers for inclusive education. This study examines how teacher education programmes prepare pre-service teachers for inclusive education in terms of perceptions, knowledge and pedagogy. The study uses focus group discussions to examine pre-service teachers’ knowledge of inclusive education and their experiences of inclusive pedagogy from teaching practice. The SACIE-R questionnaire tool assesses the perceptions of 187 pre-service teachers with regard to inclusive education. The findings indicate that pre-service teachers acquire theoretical knowledge with gaps in field-based knowledge that hinder their ability to link theory and practice, and to develop inclusive pedagogy. Moreover, pre-service teachers have a low level of sentiments and harbour many concerns and negative attitudes towards inclusive education. The findings of the study contribute insights that can inform the design and structuring of inclusive education courses in teacher education programmes.

The Impact of Digitalization on Maritime Operations: Exploring Emerging Technologies in Management and Education

This research explores the transformative impact of digitalization on maritime operations, focusing on emerging technologies such as Artificial Intelligence (AI), the Internet of Things (IoT), and blockchain. Through qualitative research and descriptive analysis, perspectives from maritime professionals, lecturers, and graduates were examined to understand the integration of these technologies in maritime management, operations, and education. The findings reveal that digital tools significantly enhance operational efficiency, decision-making, and sustainability while highlighting challenges in workforce training and the gap between theoretical knowledge and practical application in maritime education. Despite the benefits, full optimization of these technologies is still developing due to varied adoption levels across the industry. The research emphasizes the need for investment in infrastructure, continuous professional development, and educational reform to fully leverage digitalization in the maritime sector.

Male involvement in infant care and associated factors among infants less than one year in Bibugn district of Ethiopia

Male involvement in infant care is an effective intervention to improve infant health outcomes. However, evidence regarding male involvement in infant care and its associated factors is limited in Ethiopia. To assess the male involvement in infant care and associated factors among infants less than one year in Bibugn district of Ethiopia. A community-based cross-sectional study was conducted among 606 participants from April 1–30/2023. A systematic sampling technique was used to select each study participant. Data was collected using interviewer-administered questionnaires. Data were entered into Epi data 4.6 and analyzed using statistical Product Service and Solution (SPSS) version 2 5. Both descriptives, mean, frequency and analytical statistics were employed. Variables with a p-value of less than 0.25 in bivariate logistic regression were entered into a multivariate logistic regression to identify associated factors. Statistical significance was declared at p < 0.05. The prevalence of male involvement in infant care was 42.2% with a 95% CI (38.26–46.12). Male who did not attend formal education (AOR = 0.24, 95% CI = 0.14–0.43), having one child (AOR = 5.66, 95%CI = 2.94–10.88), having male infants (AOR = 2.51, 95% CI = 1.60–3.95), first infant order (AOR = 2.70, 95% CI = 1.36–5.39), having adequate knowledge towards infant care (AOR = 5.56,95% CI = 0.12–0.28), and having favorable attitude towards infant care (AOR = 1.70,95% CI = 0.34–0.99) were factors associated with male involvement in infant care. Less than 50% ( 50%) of males are involved in their infant care. Educational status of males, number of infants, male infants, male knowledge, and attitude towards infant care were significantly associated with involvement in infant care. Therefore, efforts should be directed at improving males’ educational status, knowledge, and attitude to improve their engagement in caring for their infants.

Updated ASM Curriculum Guidelines describe core microbiology content to modernize the framework for microbiology education.

Curricular guidelines promote standardized approaches to coverage of essential knowledge and skills in undergraduate education. The American Society for Microbiology (ASM) Curriculum Guidelines for Undergraduate Microbiology were developed in 2012. Continuous, rapid growth of knowledge in science and a dynamic, changing world necessitate updates to these guidelines. As such, ASM formed a task force in the summer of 2022. The task force assessed the 2012 ASM Curriculum Guidelines considering advancements in technology, an understanding of an expanded role of microbes, and a broader scope addressing relevant social and environmental aspects of microbiology. Language in the updated guidelines was also modified to better include eukaryotic microbes, viruses, and other acellular microbes. The task force formed working groups, each aimed at revising specific sections of the 2012 ASM Curriculum Guidelines. The revisions to the ASM Curriculum Guidelines were reviewed by subject matter experts and education stakeholders. Feedback from this peer review was incorporated into the updated guidelines, and further comments were solicited from the ASM Conference of Undergraduate Educators (ASMCUE) attendees in November 2023 before these guidelines were finalized. In this article, we describe the rationale and development of updated ASM Curriculum Guidelines which identify foundational concepts that will serve to improve microbial literacy and that can be expanded upon to address more advanced and specialized topics.

Strengthening MSME Financial Reports: The Influence of Accounting Knowledge and Education, Moderated by SAK EMKM Socialization

This study investigates the influence of Accounting Knowledge and Education on the quality of MSME financial reports, focusing on the moderating role of SAK EMKM Socialization (Indonesian Financial Accounting Standards for Micro, Small, and Medium Enterprises). Using survey data collected from MSME operators, the research reveals that accounting knowledge has a strong positive relationship with financial reporting quality. Education also plays a positive but weaker role, suggesting significant potential for improvement. The study finds that the socialization of SAK EMKM significantly improves the quality of MSME financial reports but does not moderate the relationship between either accounting knowledge or education and financial report quality. These findings suggest that education and accounting knowledge are fundamental in improving MSME financial reporting practices, while SAK EMKM socialization is more effective for MSMEs with limited financial literacy. This research highlights the need for tailored training programs and socialization efforts to address the specific needs of MSMEs, ensuring that all operators, regardless of educational background, can produce high-quality financial reports in line with established standards.