Paradigm Shift In Education Research Articles

Exploring the impact of generative AI technologies on education: Academic expert perspectives, trends, and implications for sustainable development goals

This study provides empirical data on the impact of generative AI in education, with special emphasis on sustainable development goals (SDGs). By conducting a thorough analysis of the relationship between generative AI technologies and educational outcomes, this research fills a critical gap in the literature. The insights offered are valuable for policymakers seeking to leverage new educational technologies to support sustainable development. Using Smart-PLS4, five hypotheses derived from the research questions were tested based on data collected from an E-Questionnaire distributed to academic faculty members and education managers. Of the 311 valid responses, the measurement model assessment confirmed the validity and reliability of the data, while the structural model assessment validated the hypotheses. The study’s findings reveal that New Approaches to Learning Outcome Assessment (NALOA) significantly contribute to achieving SDGs, with a path coefficient of 0.477 (p < 0.001). Similarly, the Use of Generative AI Technologies (UGAIT) has a notable positive impact on SDGs, with a value of 0.221 (p < 0.001). A Paradigm Shift in Education and Educational Process Organization (PSEPQ) also demonstrates a significant, though smaller, effect on SDGs with a coefficient of 0.142 (p = 0.008). However, the Opportunities and Risks of Generative AI in Education (ORGIE) study did not find statistically significant evidence of an impact on SDGs (p = 0.390). These findings highlight the potential opportunities and challenges of using generative AI technologies in education and underscore their key role in advancing sustainable development goals. The study also offers a strategic roadmap for educational institutions, particularly in Oman to harness AI technology in support of sustainable development objectives.

Bridging Theory and Practice in Military Education Through Advanced Technologies

This study presents a comprehensive examination of the developmental trajectory and operational advancement of a pioneering military simulation apparatus explicitly engineered to facilitate the seamless integration of joint fire support principles within the ambit of military education, with a specific focus on artillery students. The Virtual Reality (VR) and Augmented Reality (AR) technology provided by industry leaders such as Microsoft and Meta present solutions for interdisciplinary pursuits situated at the confluence of emergent technologies and contemporary military instructional methodologies. Central to the efficacy of this endeavour is the incorporation of meticulously crafted virtual and augmented reality models of authentic military equipment to imbue the simulation experience with unparalleled realism and fidelity to the principles of artillery fires. Collaborative ventures with private enterprises have facilitated the production of a simulator characterized by its gamification elements and unparalleled verisimilitude, enhancing its efficacy as an educational tool. Augmented by spatial intelligence gleaned from Unmanned Aerial Vehicle (UAV) sensors, the simulation framework can be further enriched by integrating true-to-life topographic representations meticulously synthesized by amalgamating laser scanning methodologies. Positioned as an indispensable cornerstone within the academic purview of the esteemed Department of Fire Support at the University of Defence, this initiative aspires to impart foundational knowledge and cultivate a proactive ethos of inquiry and engagement amongst the students. Furthermore, the simulator is a pivotal instrument for military training, offering a risk-free environment devoid of the hazards associated with live artillery fire exercises. By mitigating financial burdens and other logistical constraints inherent in conventional training methodologies, this innovative simulation apparatus represents a paradigm shift in contemporary military education and training practices.

Systems Change, Mental Health, and the Coming Paradigm Shift in Higher Education

ABSTRACT The field of college mental health is changing dramatically, and we are approaching a necessary paradigm shift in how “mental health” is defined and addressed. This paper will outline two primary forces impacting how we think about mental health and how a systems change perspective might help us understand what comes next. We will conclude with opportunities to integrate ways of thinking about mental health into the broader well-being and systems change work that higher education institutions have embarked on in recent years. The conclusion will include an overview of a project at the authors’ home institution that is aligned with this worldview and holds the promise of a healthier, more sustainable path forward in college mental health.

The Philosophy That Enables the Return to Our Essence in Breastfeeding: HypnoBreastfeeding.

Different initiatives have been implemented along with the results from and recommendations of multiple international meetings to improve breastfeeding. The most common interventions to improve breastfeeding are education and counseling. Although studies are reporting that breastfeeding education and counseling programs improve breastfeeding results, the lack of breastfeeding rates to reach the targeted levels suggests that there is a requirement for a different approach. In addition to these results, a paradigm shift in education and counseling, which are the most frequently used methods to improve breastfeeding, is necessary. Hence, the philosophy of HypnoBreastfeeding has emerged. This study addresses the origin and development of HypnoBreastfeeding philosophy, its concepts, and the correlations between the concepts and the relevant philosophical claims.

Educational paradigm shift: assessing the prospects of a master's course in green energy transition

This study examines the integration of emerging engineering technologies into STEM education with a focus on the green energy transition. Using a mixed-methods approach, including an international student survey conducted via Google Forms, the research identifies key factors influencing the demand for an innovative Master's program in Green Energy. Quantitative analysis through JASP software reveals a significant positive correlation between student interest in renewable energy related MSc courses and the perception of improved job opportunities in the green energy sector. Furthermore, the survey results indicate that students prioritize the inclusion of Mechanical, Electrical, and IT skills in the curriculum. Qualitative feedback highlights the critical need for practical skills in new research areas such as nanotechnology, quantum chemistry, Carbon capture, and Solar/Wind-based energy sources to meet the evolving demands of the green energy industry. These findings suggest that academic programs must be restructured to align more closely with the skills required for sustainable energy systems, thereby bridging the gap between academic preparation and market readiness.

Combining Business Education With Clinical Acumen … is it Necessary?

The evolving landscape of healthcare necessitates a paradigm shift in professional education, blending clinical expertise with business acumen. This paper delves into the need for healthcare professionals to acquire a comprehensive understanding of both clinical intricacies and business dynamics while examining the emergence of joint degree programs aimed to equip graduates with multifaceted skills required to navigate the complexities our of modern healthcare delivery systems. Drawing from a diverse literature review, this paper highlights the pros and cons of this dual-degree education and the benefits that it brings given today's challenging healthcare landscape. It explores the profound impact of such programs on student outcomes, emphasizing the cultivation of leadership, financial acumen, and strategic thinking alongside clinical competencies. Moreover, it addresses concerns regarding academic rigor and the feasibility of integrating business education into an already demanding healthcare curricula. Analysis of current trends and future projections underscores the growing demand for professionals who possess hybrid skill sets. With healthcare workforce shortages and evolving industry challenges, individuals equipped with both clinical and business proficiencies are poised to lead innovation and drive organizational success.

Educational paradigm shift: Long-term ramifications of COVID-19 in the Indian context

The COVID-19 pandemic has brought about a significant transformation in the global educational landscape, which has far-reaching implications for learning systems. This study focuses on the impact of the pandemic on India’s education sector, exploring its long-term consequences. The research delves into the enduring effects of COVID-19 and how it has reshaped traditional educational methods. The Indian education system has undergone a dynamic evolution, from the rapid integration of digital technologies to the redefinition of pedagogical approaches. The study employs surveys to comprehensively assess the multifaceted dimensions of adaptation. By synthesizing qualitative insights from 386 respondents, the research aims to contribute to a better understanding of the challenges, opportunities, and long-term implications of COVID-19. The hypothesis results show a significant difference among genders for factors 2 (consequences of COVID-19 on teachers, students, and teaching), 3 (impact of COVID-19 on education), and 4 (education system responses to COVID-19). In contrast, factor 3 is significant for education. Likewise, awareness factors 1 and 3 show that factors 1 (policies and strategies on education during COVID-19) and 5 (possible solutions and implementation) are significant for an application. Finally, binary logistic regression demonstrates that for gender factors three, education factors four, and five, online participation is significant for awareness factors one, three, and four. However, all of the factors are insignificant for an application. These findings can guide policy decisions, inform educational practices, and lay a valuable foundation for future research endeavours to shape a resilient, equitable, and innovative educational future.

Self-Directed Learning Versus Traditional Teaching in Learning Gross Anatomy Among First-Year Medical Students: A Comparative Study.

Gross anatomy is the first subject to be grasped by budding medicos before learning a long series of skills and competencies required to bloom as a physician or surgeon. In recent years, the teaching time for anatomy has been reduced. The number of anatomy teachers is much less in comparison to the increasing number of students. There is also a paradigm shift in medical education; it has become competency-based, learner-centric, and technology-based. So, anatomical education is also shifting to adopt blended learning strategies. Now, the onus of learning lies more with the students, which can be promoted through self-directed learning (SDL).Many first-year medical students are unprepared for SDL and need assistance understanding SDL. Structured SDL can successfully instill the habit of SDL in young medical students, who are supposed to be lifelong learners in their professional careers.The concept of structured SDL under the supervision of teachers is comparatively new in India. Very few studies are there to compare the effectiveness of SDL with those of traditional teaching methods. The present study aimed to evaluate the effectiveness of SDL in learning the gross anatomy of an important viscus, viz., the liver, and to compare it with the effectiveness of the traditional method of teaching by demonstration/prosection. This interventional comparative study was carried out at the department of anatomy of a government medical collegein Kolkata, India. Sixty willing first-year undergraduate medical students were included in the study. The students were divided into two batches (Batch A and Batch B) of 30 each. Students of Batch A were taught the viscus (liver) by the traditional method of teaching by demonstration/prosection for one and a half hours. Validated pre-test and post-test questionnaires were administered to evaluate learning outcomes. Students of Batch B had a structured self-directed learning (SDL) session under the supervision of teachers on the same topic, viz., viscus (liver), for one and a half hours. The pre-test and post-test questionnaires were given before and after the SDL sessions to evaluate learning outcomes. The results were statistically analyzed. It was observed that the mean post-test score after traditional teaching improved significantly compared to the mean pre-test score. Also, the mean post-test score after the SDL session improved significantly compared to the mean pre-test score. It was found that the mean post-test score after exposure to traditional teaching methods was slightly better than the mean post-test scores after exposure to SDL, but this difference was not statistically significant. It can be inferredthat structured SDL under the supervision of teachers was almost as good as the traditional teaching method by demonstration/prosection in learning the gross anatomy of an important viscus, viz., liver. In the context of the reduced number of anatomy teachers and an increasing number of students, this may open up an option of teaching some portion of gross anatomy, like a few viscera, by SDL. However, a more robust study with a larger sample size can be more conclusive.

Integrating Sustainability into Contemporary Art and Design: An Interdisciplinary Approach

This study confronts the ambiguous concept of sustainability within contemporary art and design, seeking to define and operationalize it through an interdisciplinary lens. By synthesizing philosophical, technological, and artistic methodologies, this research utilizes qualitative analysis and detailed case studies to evaluate the sustainable attributes of modern decorative arts. Focusing on the integration of nature and technology, the investigation spans various artistic disciplines, critically assessing their contributions to sustainable practices. The results indicate that an innovative use of materials and avant-garde design approaches significantly advance sustainability, highlighting the role of contemporary art in promoting environmental consciousness and sustainability in policy-making. Conclusively, in this paper, a paradigm shift in art and design education and policy is argued for, advocating for a proactive engagement with sustainability that extends beyond traditional artistic boundaries, thus providing a framework for future sustainable development strategies in the arts. This study offers a comprehensive model for understanding and implementing sustainability that could influence future artistic and educational practices globally.

Research on Paradigm Shift in Lifelong Education in the Age of Generative AI 􍾢 From the perspective of Erudition 􍾢

Research on Paradigm Shift in Lifelong Education in the Age of Generative AI 􍾢 From the perspective of Erudition 􍾢

Paradigm Shift in Higher Education: National Education Policy (NEP 2020)

Education plays a crucial role in human development, serving the acquisition of knowledge and skills. The landscape of education in India has transformed, since independence. This transformation has touched upon various facets of education, reshaping its structure and priorities. The National Education Policy of 1986, along with a revised version in 1992, has been an integral part of educational discourse. The unveiling of the National Education Policy (NEP) in 2020 heralds a fresh vision for education in India. NEP 2020 envisions an education system starting from pre-primary to various aspects of higher education. The perspective of NEP 2020 is to cater to the unique capabilities of every student and their holistic development. NEP 2020 has opened doors to many initiatives for higher education that will impart quality education. NEP 2020 has proposed advancement in higher education: moving towards interdisciplinary and multidisciplinary education, faculty and institutional autonomy, various measures to enhance student experiences, formation of a single regulatory body for governing higher education, measures to include a large number of student enrolment by the means of online education and distance education. The researcher will highlight various recommendations of NEP 2020 concerning various suggestions enlisted in the policy for Higher education. The researcher will shed light on initiatives for multidisciplinary education, optimal learning environment, internationalization of higher education, equity and inclusion in higher education, and vocational education with effect from NEP 2020. The paper emphasizes the significant changes in higher education institutions, including the creation of multidisciplinary universities, colleges, and programs.

LGBTQIA+ Competence: A Pedagogical Paradigm Shift in Graduate Nursing Education.

The omission of lesbian, gay, bisexual, transgender, queer, intersex, asexual (LGBTQIA+) content in graduate nursing education leaves people who identify as sexually or gender diverse (SGD) with poorer health across the life span and a 12-year shorter life expectancy relative to heteronormative counterparts. An educational intervention was paired with an optional academic-community-based clinical immersion in LGBTQIA+ health with the goal of improving health equity for people who identify as SGD. Masters of Nursing students (N = 11) from adult specialties participated in a two-credit elective in LGBTQIA+ health. Knowledge, skills, and attitudes (competency) preand postcourse completion were measured. Students showed a 62% improvement in competency results with 100% of students opting into the LGBTQIA+ clinical immersion. Teaching LGBTQIA+ health content is a requisite to advancing health equity for all, including people who identify as SGD. Until curricula become inclusive, clinical education should look for unique ways, such as clinical immersion, to ameliorate the shortfall. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Faculty and Student Perspectives on Online Learning in Higher Education

The international transforming learning community, coupled with cultural diversity and technological complexities, spurred an unprecedented acceleration in the adoption of online learning. This reshaped the educational landscape, presenting both challenges and opportunities for educators and learners worldwide. To provide insights into the use of information technology and online learning in higher education and to inform future practices, this qualitative study investigated university faculty and students’ online learning experiences. Purposeful sampling was employed to ensure a diverse selection of participants. Eight faculty and eight students from diverse higher education institutions in the U.S. participated in one-on-one interviews. The study utilized a social constructivist interpretive paradigm, and data were analyzed using iterative categorization. Findings revealed concerns about online learning effectiveness due to limited social interaction. Three main themes emerged: challenges encountered, student engagement, and strategies to improve online learning effectiveness. This research enriches the scholarly discourse on online education by elucidating faculty and student perceptions regarding factors impacting the effectiveness of online learning and sustainable teaching strategies for future higher education. It highlights a paradigm shift in higher education and emphasizes the importance of equitable access to digital resources and inclusive policies to address disparities in online learning support, promoting equity and social justice in education.

Austrian secondary school teachers’ views on character education: Quantitative insights from a mixed-methods study

ABSTRACT Recent years have seen increased interest in school-based whole-child development in the Austrian education system. Engaging with this context, the paper provides insights from a quantitative phase of analysis within a broader mixed-methods project that sought to ascertain teachers’ beliefs around character education in schools. An emphatic majority of respondents (94.6%) working in lower secondary schools believe that character education is more important for 10- to 14-year-olds in schools than good exam results. This confidence of educators in character education notwithstanding, the current education system in Austria presents numerous obstacles to the realization of holistic approaches to education which incorporate character development. In the Austrian context, a paradigm shift in education commencing in 2008 entailed a greater emphasis on evidence-based monitoring of learning outcomes, which many of our surveyed teachers see as detrimental to a holistic form of schooling.

Why Do I Have to Learn this Stuff? Using AI to Assist Secondary Teachers in Teaching Future-Ready Practical Life Skills with any Social Studies Lesson

The integration of Artificial Intelligence (AI) in secondary social studies education is revolutionizing the way students prepare for their future. By embedding 'Future Ready Practical Life Skills' into the curriculum, educators can effectively address the question, "Why do I have to learn this?" and equip students with the necessary competencies for success in college, careers, and active civic life in an AI-dominant future. This article explores how AI nurtures critical thinking, digital literacy, adaptability, ethical reasoning, and civic engagement -- skills that are crucial not only for navigating advanced technologies but also for dealing with daily life situations. By creating a dynamic and personalized learning experience, AI-driven social studies education fosters vital competencies for students to confidently face challenges and make informed decisions in their personal and civic lives. This paradigm shift in teaching and learning sets students up for success in an AI-shaped future while empowering them to navigate the complexities of daily life.

The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction

This study explored Namibian science teachers’ perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers’ prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers’ ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country.

Artificial intelligence, ChatGPT, and dental education: Implications for reflective assignments and qualitative research.

Reflections enable students to gain additional value from a given experience. The use of Chat Generative Pre-training Transformer (ChatGPT, OpenAI Incorporated) has gained momentum, but its impact on dental education is understudied. To assess whether or not university instructors can differentiate reflections generated by ChatGPT from those generated by students, and to assess whether or not the content of a thematic analysis generated by ChatGPT differs from that generated by qualitative researchers on the same reflections. Hardcopies of 20 reflections (10 generated by undergraduate dental students and 10 generated by ChatGPT) were distributed to three instructors who had at least 5 years of teaching experience. Instructors were asked to assign either 'ChatGPT' or 'student' to each reflection. Ten of these reflections (five generated by undergraduate dental students and five generated by ChatGPT) were randomly selected and distributed to two qualitative researchers who were asked to perform a brief thematic analysis with codes and themes. The same ten reflections were also thematically analyzed by ChatGPT. The three instructors correctly determined whether the reflections were student or ChatGPT generated 85% of the time. Most disagreements (40%) happened with the reflections generated by ChatGPT, as the instructors thought to be generated by students. The thematic analyses did not differ substantially when comparing the codes and themes produced by the two researchers with those generated by ChatGPT. Instructors could differentiate between reflections generated by ChatGPT or by students most of the time. The overall content of a thematic analysis generated by the artificial intelligence program ChatGPT did not differ from that generated by qualitative researchers. Overall, the promising applications of ChatGPT will likely generate a paradigm shift in (dental) health education, research, and practice.

Analisis Cluster: Pedagogy Knowledge Guru Menuju Digitalisasi Pendidikan di Era Merdeka Belajar Berdasarkan Daerah Afirmasi

The competence possessed by teachers is an important factor in achieving learning and education goals in schools. One of the essential competencies in the learning process is pedagogical competence. The Era of Independent Learning marks a paradigm shift in education in Indonesia by utilizing technology to improve the quality of learning. However, challenges arise especially in affirmation areas that have different socio-economic conditions and educational infrastructure. This study aims to determine the ability of teachers' pedagogic competence in facing the digitalization of education in the era of Independent Learning based on affirmation areas. In addition, this study also groups teachers based on their pedagogic abilities towards the digitalization of education in the era of Freedom of Learning using cluster analysis analyzed through SPSS For Windows 23. The research sample consisted of 100 respondents from several affirmation regions in Indonesia, such as Bima, West Lombok, East Lombok, Central Lombok, Maluku, NTT, Papua, and Sumbawa. Additional respondents came from non-affirmative areas as comparators, including Mataram City, Surabaya, Kalimantan, and Magetan East Java. The results of the study show that West Lombok Regency has the highest level of pedagogic competence among affirmation areas with a score of 87.74, while Bima Regency has the lowest score of 75. This average score is still categorized as high because it is above 75. The comparison area shows that Magetan has the highest average score of 100. Cluster analysis showed the formation of two groups, namely cluster 1 consisting of teachers from Magetan, Papua, West Lombok, and NTT, and cluster 2 consisting of teachers from Kalimantan, Bima, Surabaya, Mataram City, Maluku, Sumbawa, and Central Lombok.

Principles of instructional design in adult education: Vectors of change and modelling opportunities based on educational technologies

Introduction. The issue of instructional design development is examined, with a particular focus on the potential for developing variable models based on technological solutions which facilitate the synchronisation of adult learning with the demands of the labour market. The aim of this article is to determine the principles of the instructional design for adults, and to identify the key vectors of change influenced by educational technology (EdTech). Materials and Methods. The methodology was based on ecosystem and socio- environmental approaches, as well as the methods of content analysis, expert interviews and modelling. The method of a qualitative content analysis was used to examine scientific sources with a search depth of 10 years. The selection of experts for interviews was carried out on a criterion sample: work experience in adult education, continuing professional development, consulting, and EdTech. The data were analysed on 15 expert interviews. The authors employed the modelling method to construct a conceptual model of instructional design. Results. The authors have identified and revealed the differences between instructional design and classical didactics, presented in the educational paradigm shift towards a greater learner agency, an open multidimensional learning environment, and ecosystem connections. As a result, the authors have pointed out three stages of instructional design development, revealed its peculiarities, and identi-fied potential avenues for change. The authors have summarised and formulated the principles of a modern data-driven instructional design, based on the examples of EdTech companies Skillbox, Skyeng, Stepik, Synergy, SkillFactory, Universalium, Synchronisation. The principles are as follows: personali-sation, customisation, variability, reduction of a feedback loop, analysis of group and individual educational experiences, immersion in practice and social context. Furthermore, the authors have con-structed and described a conceptual model of the instructional design for adults. Conclusions. In conclusion, the authors present a summary of the principles identified in the field of the modern data-driven instructional design for adult education. Instructional design is regard-ed as a scientific discipline and practice. The model of instructional design developed by the authors provides adaptability and the capacity for redesigning educational programmes for adults in continuing professional development and EdTech, thereby contributing to the creation of a lifelong learning eco-system.

독일 특수교육의 역사에서 시대별 특수학교 명칭의 변천 과정과 시사점 탐색

Terms related to disability reflect the reflection of times and philosophies of the time, and with what conceptualized vocabulary they should be expressed has been dealt with as a major topic in academia. This paper viewed that there must have been reasonable social public opinions and purposes in the process of changing the names of special schools, and mainly paid attention to understanding the paradigm shift in special education through the foregoing. In Germany, the names of special schools attended by students with disabilities have been changed several times. In this study, the names were divided into ‘Hilfsschule’, ‘Sonderschule’, and ‘Förderschule’ and the process of changing the names was generally examined. Whereas ‘Hilfsschule’ was introduced in that it was a positive term on humanitarian grounds, ‘Sonderschule’ helped organize 10 different types of special schools into one school system and establish a thoroughly independent school system. The name ‘Förderschule’, which has represented special schools in Germany since the 2000s, can be seen as emphasizing the need for special educational support. ‘Special schools for students with disabilities’ are being changed into ‘support centers for all students who need support.’ As concerns about terms that reflect the trends of the times are a common topic regardless of eras or societies, it is expected that examining the process of changing the names of special schools in Germany will have many implications for us as well.