Educational Opportunities Research Articles

Status of Prenatal Nutrition Knowledge and Fertility Awareness in Women Seeking Treatment in a Tertiary Care Fertility Centre at Index Visit- An Opportunity for Education and Intervention

Status of Prenatal Nutrition Knowledge and Fertility Awareness in Women Seeking Treatment in a Tertiary Care Fertility Centre at Index Visit- An Opportunity for Education and Intervention

Creating Space for Teachers as Curriculum Leaders in Secondary Schools

Although the inclusion of teachers in curriculum leadership is essential for efficient teaching and learning, opportunities for teacher participation remain sparse. To address this gap, the present study aims to examine how school principals create opportunities for teachers as curriculum leaders (TCL) in secondary schools in South Africa. Employing a qualitative research approach through a multiple case study design, eight school principals were purposively (study was on principals) and conveniently selected (those who were willing to participate). Principals were individually interviewed and some school meetings were observed to obtain the empirical data. The thematically analysed data revealed that principals create opportunities for teachers to serve as curriculum leaders through teacher empowerment (teachers being delegated to analyse whole-school results). Principals also create participative decision-making structures (in which teachers freely suggest solutions to problems and principals share their visions through open communication). The findings also revealed that, through the professional development (PD) of teachers (time allocated for continuous PD and platforms provided for teacher collaboration), principals create opportunities for TCL. The implications of this study are that these strategies provide opportunities for teacher inclusion in matters such as curriculum development processes, as teachers are better informed of students’ needs. The study contributes to the knowledge of effective means of conducting and improving teachers’ PD that will culminate in desired student outcomes. Further research is recommended with a larger sample that may permit the generalisation of findings. Future studies could seek teachers’ perceptions on their preferred strategies for creating these opportunities.

Gender equality and development in Uganda

The purpose of this article is to review the concept of gender equality in all aspects. Despite all the platforms that have been signed by nations, Uganda in particular, that can give men and women equal opportunities in education, employment, political leadership at all levels, financial empowerment, and equal access to assets, getting training skills for all have not been a reality and this has retarded development in Nations. There are still gaps and challenges that need to be investigated. The study used qualitative methods. The findings showed that women have not been given enough opportunities in building the nation in core development aspects and that has not elevated them to the same level with men ie getting equal opportunities, remuneration and human rights was that the government of Uganda should put training of women on computer, business, entrepreneurship, saving and involvement in most activities for more exposure.

Exploring the Impact of Public Debt on Insecurity In Nigeria

This study investigated the impact of public debt on insecurity in Nigeria. In the analysis, the study also sought to estimate how poverty, unemployment and level of education can affect insecurity in Nigeria. The study however, used annual time-series data covering the period from 1982-2023 using Autoregressive Distributed Lag Model (ARDL) as technique of data analysis. From the econometrics results the study revealed that unemployment, poverty have a significant positive influence on insecurity in Nigeria. Further, public debt and level of education also have a significant positive effect on insecurity in Nigeria over the sampled period. Based on the results, the study recommended that government should tackle corruption in the defense sector this is because the correlation between corruption and insecurity is positive. The need to provide and improve education and job opportunities to teaming graduates should also be prioritized. With access to quality education and job opportunities youth and fresh graduates will be able to lead production lives and make positive contribution.

Educational opportunity and the purpose of schooling as self-development: A philosophical and sociological inquiry

Educational opportunity and the purpose of schooling as self-development: A philosophical and sociological inquiry

Utilizing Video Game Clips to Teach Principles of Economics

Recent data from across the globe suggest that more than 80% of both men and women play video games, and Gen Z spends 11 hours per week on average playing in 2022 (Westcott et al., 2022). Given the popularity of games as a global trend, we present teaching guides based on video games that could diversify the learning process and increase engagement in an economics classroom. Each guide includes videos and a brief description of the game to encourage educators who are unfamiliar with gaming to use games as a way to illustrate economic concepts. The paper provides an opportunity for educators to help students understand foundation-level economic concepts in an engaging way that resonates with students’ interests.

Indonesian Students' Mental Health in Taiwan: A Comparison of School-Age Students' and Indonesian Migrant Workers' Mental Health

Spirituality and empathy significantly impact many Indonesian migrant laborers in Taiwan are experiencing mental health issues, highlighting the importance of focusing on this aspect. Non-formal education provides both migrant workers and Indonesian children in Taiwan with suitable educational opportunities. Indonesian students studying in Taiwan: their mental health is analyzed and compared in this research. The study differentiates between students of school age and adult migrant workers studying in Taiwan. Utilizing a case study approach, the research involved seven student participants. The findings indicate that school-age students exhibit good mental health. Conversely, Indonesian migrant workers who are students face numerous challenges in non-formal education. They experience higher levels of stress, struggle to adhere to the learning schedule, frequently miss classes, and consequently, do not achieve optimal learning outcomes. The study also identified some students with autism who receive a specialized curriculum to ensure equal educational opportunities (Selvaprabu et al., 2024). These autistic students appear more disciplined and achieve their learning objectives, although at a slower pace. The research suggests implementing counseling strategies to motivate Indonesian migrant workers to pursue education and achieve equal learning opportunities. Additionally, there is a need for Taiwanese students to have access to their autonomous curriculum

The impact of formal and informal credit institutions on entrepreneurship

Purpose How do informal lending institutions affect entrepreneurship? This paper aims to investigates the role of formal and informal credit market institutions in the decision to become an entrepreneur over the life cycle. Design/methodology/approach The author developed a dynamic Roy model in which a decision to become an entrepreneur depends on the access to formal and informal credit markets, nonpecuniary benefits of entrepreneurship, career-specific entry costs, prior work experience, education, unobserved abilities and other labor market opportunities (salaried employment and nonemployment). Using detailed Russian panel microdata (the Russia longitudinal monitoring survey) and estimating a structural model of labor market decisions and borrowing options, the author assesses the impact of the development of informal and formal credit institutions. Findings The expansion of traditional (formal) credit market institutions positively impacts all workers’ categories, reduces the share of entrepreneurs who borrow from informal sources and incentivizes low-type entrepreneurs to switch to salaried employment. The development of the informal credit market reduces the percentage of high-type entrepreneurs who borrow from formal sources. In the case of default, a higher value of the social network or higher costs of losing social ties demotivate low-type entrepreneurs to borrow from informal sources. The author highlights the practical implications of estimates by evaluating policies designed to promote entrepreneurship, such as subsidies and accessibility regulations in credit market institutions. Originality/value This study contributes to the literature in several ways. Unlike other studies that focus on individual characteristics in the selection for self-employment [Humphries (2017), Hincapíe (2020), Gendron-Carrier (2021), Dillon and Stanton (2017)], the paper models labor and borrowing decisions jointly. Previous studies discuss transitions between salaried employment and self-employment, taking into account entrepreneurial earnings, wealth, education and age, but do not consider the availability of financial institutions as a driving factor for the selection into self-employment. To the best of the author’s knowledge, this paper shows for the first time that the transition from salaried employment to self-employment is standard and consistent with changes in access to financial institutions. Another feature of this study is incorporating both types of credit markets – formal and informal. The survey by the European Central Bank on the Access to Finance of Enterprises (2018) shows 18% of small and medium enterprise in EU pointed funds from family or friends. Therefore, the exclusion from consideration of informal credit markets may distort the understanding of the role of the accessibility of credit markets.

Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes and Access to Schools of Varying Quality

Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes and Access to Schools of Varying Quality

‘To Adopt the Principles of Freedom’: Christianity, Women’s Education, and Progress in U.S. Press Coverage of the Iwakura Mission

Abstract In U.S. press reports, the visit of Meiji Japan’s Iwakura Mission in 1872 presented both an opportunity for Americans to facilitate progress in Japan and evidence of social reform already underway there. As an opportunity, the mission served as a potential medium for American efforts to improve the Meiji government’s treatment of Japanese Christians. Many American political and religious leaders hoped to convince the mission ambassadors that freedom of religion was an essential component of civilization and a prerequisite for engaging with the treaty powers on equal terms. As evidence of social reform, the five Japanese girls who came with the mission to study in the United States embodied Japan’s new commitment to expanding educational opportunities for women. Focusing on the themes of religion and gender in U.S. newspaper coverage, this article shows how Americans projected onto the Iwakura Mission their own images of the United States as an inspiration and model for reform in Japan. Treating the mission as both an opportunity and evidence, the U.S. press depicted it in a self-congratulatory fashion to embellish Americans’ national identity as a people committed to progress.

Nurses' Beliefs About Pain Assessment in Dementia: A Qualitative Study Informed by the Theory of Planned Behaviour.

To explore registered nurses' beliefs regarding pain assessment in people living with dementia. A descriptive exploratory qualitative study informed by the Theory of Planned Behaviour. Online semi-structured in-depth interviews were conducted from January to April 2023 with a purposive sample of 15 registered nurses caring for people with dementia. Following transcription, data were analysed using direct content analysis. Registered nurses believe pain assessment improves the well-being of people with dementia and informs and evaluates practice. However, there is a possibility of misdiagnosing pain as agitation or behavioural problems, leading to inaccurate pain management. Interpersonal factors, such as registered nurses' knowledge and experience, beliefs and motivation to improve care provision, were the primary facilitators of pain assessment. Physical and behavioural dimensions of the pain of the dementia syndrome were the most reported barriers to pain assessment. Registered nurses reported that multidisciplinary team members expect them to do pain assessments. Most did not experience disapproval when performing pain assessments. Registered nurses hold beliefs about pain assessment benefits, consequences, enablers, barriers, approvals and disapprovals regarding dementia. The findings could inform interventions to enhance pain assessment practices. Policymakers should provide education opportunities for registered nurses to improve their knowledge, skills and beliefs about pain assessment in dementia. Future research should develop and implement multidisciplinary, multifaceted pain assessment protocols to enhance the accuracy of pain assessment practices. Pain is underassessed in dementia, and this could stem from registered nurses' beliefs about pain assessment in dementia. The findings could inform interventions to enhance pain assessment beliefs and practices. This study adhered to the COREQ criteria. Registered nurses caring for people living with dementia participated as interview respondents.

The Relevancy of Religious Literacy in Social Studies Curricula: Quebec’s CCQ as a Case Study

This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) program to the “Culture and Citizenship in Quebec” (CCQ) program, emphasizing the role of religious literacy in secular societies. We investigate the rationale behind the shift, and examine the ERC’s focus on fostering understanding of diverse religious and ethical perspectives as well as CCQ’s broader mandate to integrate cultural and civic education and its aim at the development of a shared and common public Quebecois culture. The case study highlights the pedagogical and societal implications of this change, discussing how the CCQ program aims to enhance civic engagement, cultural awareness, and social cohesion. Furthermore, the article identifies opportunities for educators to address pressing global challenges, such as polarization, reconciliation, and the climate crisis, within the new curriculum framework. By promoting critical thinking, inclusivity, and active citizenship, fostering religious literacy in such programs presents a unique opportunity for educators and youth to contribute to a more resilient and harmonious society.

Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university

Artificial intelligence in education has emerged as an opportunity to facilitate teaching and learning, especially in learning environments mediated by technology, such as online higher education. Despite its growing prominence, there is a lack of empirical research analysing how artificial intelligence affects inclusive education. Therefore, this study aims to analyse the perspectives and viewpoints of online course designers on leveraging these technologies to promote equal participation for all learners. Twelve professors participated in semi-structured interviews that were subsequently analysed through thematic analysis. The findings encompass two main themes. On one hand, the use of artificial intelligence in education as a tool for inclusive education within a human-centric pedagogy. Participants are cautious about using artificial intelligence to replace human work but recognise its potential contribution to facilitate content accessibility and comprehension. On the other, the adoption of a new approach for learning and assessment based on reflection and metacognition. Our participants‟ strategies include modifying some assessment practices when designing their courses for enabling learners to compare artificial intelligence creations, although they also highlight the lack of knowledge on using these technologies. Therefore, shifting to an assessment approach based on strengthening metacognition, reflection, and critical thinking skills emerges as a means to promote learners‟ inclusion supported by artificial intelligence. Our study also emphasises the importance of promoting artificial intelligence literacy for both professors and learners to effectively incorporate these technologies in the educational processes.

Reskilling and Upskilling for Decarbonization: Analyzing Micro-Credential Programs for Energy Workforce Development

Decarbonization and the energy transition require many workers in the incumbent energy industry to transform their knowledge base and skills. Upskilling and reskilling programs that address the skills gap and offer opportunities for continued education are critical for workforce development and social equity. We evaluated if six online energy transition-related micro-credentialing programs met students’ expectations for augmenting foundational knowledge and skills. Additionally, we assessed the role of energy companies in supporting reskilling and upskilling opportunities for their workforce and the potential of micro-credentialing programs for addressing interdisciplinary and continued education needs. The students, predominantly mid- to senior-level energy professionals, were surveyed through a pre-study upon enrollment, a post-study upon completion, and a panel study that measured learning outcomes over six months. Our results evidenced that the programs were successful in supporting continued education by offering new areas of knowledge and meeting students’ expectations of increased foundational knowledge and skills. Most students were also able to apply the acquired knowledge and skills to their jobs while still enrolled in the programs. Moreover, members of the workforce were self-motivated to augment their foundational knowledge and develop their skills through continued education without inducement from their employers.

Faculty perceptions of the impact of professional development on online teaching practices

The COVID-19 pandemic prompted a global shift toward online education, underscoring the need for quality faculty professional development to support educators in designing and delivering effective online courses. This study explores the impact of professional development utilizing the Universal Design for Learning (UDL) framework on faculty’s pedagogical practices in online learning environments. The Online Teaching Fellows Program, a 14-week professional development series, engaged 20 graduate and undergraduate university faculty members from diverse disciplines (Engineering, Education, Law, Occupational Therapy, Nursing, Humanities, Social Science, Business, and Criminal Justice) in a collaborative exploration of UDL principles to create authentic and equitable learning experiences. Qualitative data collection included interviews, exit tickets, faculty professional development artifacts (CANVAS course sites), and researcher notes. Faculty were introduced to diverse teaching strategies, including effective online information presentation, collaboration facilitation, and online assessment enhancement. The study underscores the potential of UDL principles to promote equitable educational opportunities and create transformative spaces in higher education globally.

The Effect of the Educational Inequality of Opportunity on Economic Growth- Take Shandong Province, 2013-2021, as an Example

The long-term impact of educational opportunity inequality on economic growth has long been a focus. This paper investigates the correlation between educational opportunity inequality and economic growth in Shandong from 2013 to 2021. The ratio of middle schools to students is designated as the independent variable for each city, and the GDP per capita is designated as the dependent variable. Both the Gini index method and the correlation analysis are applied. The study's findings show that the trend in educational opportunity inequality has been increasing, decreasing, and then increasing overall, while the trend in the disparity between economic development has been decreasing, increasing, and then decreasing. The correlation between the two Gini indexes is negative. The educational and political factors contributing to the negative correlation are further analyzed.

Interprofessional Education Opportunities for Health Care Educators in the Practice Setting: An Integrative Review.

Health care educators in the practice setting are responsible for providing education to frontline staff and require knowledge and skills to interact with interprofessional health care providers and teach content in an effective way. Interprofessional education opportunities for health care educators in the practice setting may be helpful in preparing educators to meet the needs of frontline staff, yet the extant state of literature on this topic has not been recently synthesized. In this integrative review, we aimed to explore what is known about interprofessional education opportunities offered to health care educators who are responsible for educating other health care professionals in practice settings and assess how these education opportunities were described and evaluated in the literature. We conducted an integrative literature review following the methodology put forth by Toronto and Remington. Of the 3690 publications identified, 30 met our inclusion criteria. Overall, the publications lacked rigorous methodology. Education interventions varied in content, duration, and teaching strategies. Key findings were identified: (1) educator satisfaction and content relevance, (2) impact on knowledge, skills, and confidence, (3) impact on teaching practice, (4) impact on clinical practice, (5) impact on interprofessional competencies and attitudes, (6) challenges to implementing interprofessional education opportunities, and (7) facilitators to implementing interprofessional education opportunities. Although interprofessional education opportunities for health care educators in the practice setting may be beneficial to educators and the frontline staff they serve, more rigorous research is needed to understand how these opportunities can influence teaching and clinical practice.

Reflecting on Online Learning Experiences of Secondary School Teachers and Students during COVID-19

This paper examines the experiences of secondary-level students’ learning and teachers’ teaching strategies via Zoom during the COVID-19 pandemic in Nepal. The government formally announced the closure of physical classrooms to mitigate the outbreak of the coronavirus. This study utilised a qualitative interpretive research design and conducted online semi-structured interviews with the participants, observed their online classes and conducted documentary analysis. The findings of this study indicate that online learning in urban areas provided a flexible and alternative mode to physical classrooms. However, students and teachers faced challenges, such as irregular power supply, poor internet connection, expensive mobile data, lack of digital devices and limited ICT skills among teachers when it came to managing and delivering online classes. Additionally, the study highlights the inability of rural students to access online learning during lockdown. The efficacy of teachers in developing ICT and e-pedagogy skills played a crucial role in sustaining online learning. To ensure equal opportunities for quality education among students from marginalised and disadvantaged communities, it is recommended to equip schools, teachers, and students with the minimum ICT infrastructure and to provide subsidies on computers and internet access.

Teaching and learning in business schools post-pandemic: a digital future

PurposeIn 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education.Design/methodology/approachThis research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic.FindingsTeaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning.Originality/valueBased on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.

An examination of the development of a secondary mathematics preservice teacher's use of effective questioning

AbstractThis case study explores how one secondary mathematics preservice teacher develops his use of questioning for instruction over the course of a year. The article explores how experiences in a secondary mathematics methods course and student teaching provide opportunities for the preservice teacher to use questioning to elicit, interpret, and respond to student thinking. Using classroom activities, plan‐teach‐reflect cycles of instruction, and recordings and transcripts of instructed lessons, the preservice teacher creates, revises, and reflects on his use of questioning over the year. The study shows that preservice teachers can improve their questioning to help elicit, interpret, and respond to student thinking.