Students In Education Programs Research Articles

Teaching Practicums at the Postgraduate Level: Problems, Solutions, and Recommendations

In any educational study program, teaching practicums are necessary to be implemented. It often serves as an apprenticeship to give pre-service teachers practical experience regarding the real world of teaching. It is commonly implemented at the undergraduate level. At the postgraduate level, however, this implementation remains controversial. This study was conducted to reveal postgraduate students’ problems and solutions during their teaching practicums. Besides that, this study also aimed to examine and give critical insights into the implementation of teaching practicums at the postgraduate level for educational study program students. Data was retrieved from open-ended questionnaires to 8 postgraduate students about their problems and solutions in doing their teaching practicums. Data was also taken from 7 other respondents. They were practitioners like lecturers, teachers, and alumni from educational departments. The findings revealed that in doing their teaching practicums, the master’s degree students dealt with various problems similar to those faced by their undergraduate counterparts. Another finding disclosed the practitioners’ opinions that for the postgraduate level, the focus of teaching practicums can be altered and implemented in a form other than teaching. It can be research, curriculum development, language teaching technology development, and material development. At the postgraduate level, students are expected to focus on research, not just the practice of teaching.

Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: competing or coexistent?

ABSTRACT Learning motivation and engagement are critical factors influencing language proficiency, but previous research has primarily focused on these aspects from a monolingual perspective. The present study adopted a bilingual lens to simultaneously examine motivation and engagement in learning both Chinese and English among students in Chinese-English bilingual education programmes at non-traditional international schools in Mainland China. Based on the data from 328 fourth and fifth graders, the study found a positive correlation between Chinese and English learning motivation and engagement, with no significant differences between the two languages across most dimensions, except higher utility in English learning. To further explore the individual differences, Latent Profile Analysis (LPA) identified four distinct profiles: Low-bilingual-motivation-and-engagement, Chinese-focused learners, English-focused learners, and High-bilingual-motivation-and-engagement. Grade and gender significantly influenced bilingual learning dynamics, with students’ interest in both languages decreasing and Chinese time investment declining with grade level, while girls showed an advantage in perceiving the utility of both languages and Chinese learning time investment. However, grade and gender did not affect profile memberships. This study contributes to both theory and practice by enhancing our understanding of bilingual learning processes and informing targeted educational strategies to support balanced bilingual development.

학교자율시간 운영을 위한 드론 활용 교육프로그램 개발 및 학생 행위주체성 신장 효과

This study aims to develop and implement a drone-based education program for 4th-grade elementary school students during school autonomous hours and to evaluate its impact on student agency. This involved surveys of the educational community and analyses of school infrastructure and characteristics. Using the ADDIE model, a 22-session program was developed. Pre- and post-tests measuring student agency were administered to an experimental group (17) and a control group (32). Additionally, reflections and self-assessment journals from the experimental group were analyzed quantitatively and qualitatively. The findings are summarized as follows: First, the democratic consensus within the educational community played a key role in the design and implementation of the program. By synthesizing the inputs from students, parents, and teachers, a drone education program aligned with environmental and sustainable development education was developed. The program’s activities included theory and piloting practice based on safety education, using drones to solve school problems, and lessons on career and ethics. This process contributed to a sense of responsibility and cooperation among all stakeholders, especially boosting student motivation and interest in learning while maximizing the program’s effectiveness. Second, the analysis of pre- and post-test results on student agency in both the experimental and control groups, as well as the progression reflected in self-assessment journals, revealed improvements across all four domains of student agency—community agency, learning interaction, purposefulness, and responsibility. Third, the study demonstrated the potential of the developed drone education program as a valuable resource for school autonomous hours. It provided a learning experience where students took the initiative to participate, reorganizing the drone utilization from a briefly covered topic in practical arts or creative classes into 22 lessons to cover related contents in depth and foster cooperation within the educational community. The study found that the developed program positively impacted elementary school students' agency. Moreover, the materials are expected to serve as useful references for developing drone programs for elementary school students and structuring autonomous school hours.

늘봄학교의 초등학교 저학년 대상 지속가능한 식생활교육 프로그램 개발

This study developed and evaluated a sustainable food education program for lower elementary school students as a model for Neulbom School, a recently introduced program providing child care and education in elementary schools. The program consisted of 30 sessions over 15 weeks during the second semester of the 2024 academic year for first-grade students at an elementary school in Seoul. Focusing on fostering healthy eating habits and cultivating basic cooking skills for sustainable food practices, a series of lessons were developed on the importance of eating, taste education, awareness of diverse foods, basic cooking, and reducing food waste. These lessons were designed in line with the developmental stages of first graders and included content on cooking practices that reflected and addressed the needs of both students and parents. To this end, necessary lesson plans and teaching materials were developed for each lesson, creating a student-centered approach that met the needs of the target audience. We aimed to nurture basic self-management skills through storytelling with children's books in line with students' developmental stages, body expression activities, and communication through play. Program effectiveness was evaluated through observations of students' behavior, records, and class outputs, as well as participant interviews. The results showed improved basic lifestyle habits and social development, strengthening self-management capabilities. Moreover, both students' and parents' interest in the program increased as they recognized its potential and the need for its expansion as an effective educational tool for elementary school students. Recommendations for program improvement and expansion included customizing and supporting school-based food education programs, developing and expanding age-appropriate cooking utensils, improving awareness and providing the necessary equipment for hygiene and safety for cooking, and offering efficient administrative support for material preparation and food handling. As a novel educational approach that combines care and education, this study seeks to expand the food education component—traditionally underrepresented in the elementary school curriculum—into a program that fosters self-management skills in food management through educational activities offered by the Neulbom School.

Service Utilization and Value at an Athletic Training Student Run Clinic for University Employees and Students.

Student-run health clinics (SRHC) are commonly utilized to provide clinical experiences to students in healthcare education programs as well as healthcare services to a target community. Recent reports on athletic training SRHCs (AT-SRHCs) with a client population of university students, employees and/or community members have reported positive patient outcomes and high patient satisfaction, however there is limited data about the treated conditions, services and value provided by AT-SRHC. To track utilization of athletic training services at a free AT-SRHC. Retrospective chart review from September 2022-May 2024. University-based AT-SRHC. 97 patients (52 males, 44 females, 1 not documented; age 32.6±13.7 years, range: 18-65 years old; 50 employees, 47 students). Data were extracted from an electronic medical record and scheduling software. Variables extracted included patient demographics, appointment numbers, mechanism of injury, injured body part, days since injury, injury diagnosis, injury severity, and common procedural terminology (CPT) codes. Data were analyzed descriptively. Sixty-four percent (226/352) of available appointment sessions were reserved. The 3 most commonly injured body areas were the knee (n=26, 23.9%), shoulder (n=23, 21.1%), and thigh (n=13, 11.9%). The 3 most common diagnoses were sprains/strains (n=51, 46.8%), overuse conditions (e.g. epicondylitis, impingement, tendonitis; n=18, 16.5%), and nonspecific joint pain (n=22, 20.2%). The 3 most common CPT codes were for therapeutic exercise (n=136), athletic training evaluation (n=98), and manual therapy (n=78). Estimates for the total value of services range from $6,901 to $13,498 ($39.89-78.03 per session). Services at an AT-SRHC were utilized by a small portion of the campus population during its first 2 years of operation. Data provides preliminary insight into AT-SRHC service utilization and value. Additional organizations may benefit from developing an AT-SRHC to provide access to affordable care and student clinical experiences.

Aligning Health Occupation Students for Valuable Interprofessional Learning: Evaluating Program Structure, Resources, and Student Experiences in a Regional Clinical Setting

Developing Inter-Professional Education (IPE) programs for undergraduate healthcare students poses multiple complex challenges, in both university and workplace settings. These challenges can limit the widespread implementation of IPE, despite research demonstrating its potential impact on improving knowledge about other professions roles, collaborative practice, and inter-professional identity. The aim of this study was to provide an overview of an IPE program delivered in a regional health service during clinical placements and evaluate student perceptions of its value to their learning. Students from fourteen disciplines (n=136 across eight workshops) completed a retrospective mixed methods survey. Students particularly valued the following aspects of the IPE program: clinical simulation, structured approach to communication and timely multi-source feedback. Inter-professional learning which enabled opportunities to learn with, from or about students was highly valued.

Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States

ABSTRACTBackgroundSince 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes.MethodsThis study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period.FindingsThis analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs.ConclusionsThe TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.

Teachers' and Students' Experiences on the Implementation of Individualized Education Programme for Students with Visual Impairments in Inclusive Secondary Schools

This study explored the experiences of teachers and students in implementing Individualized Education Programmes (IEPs) for students with visual impairment in Tanzania. The study employed a qualitative approach under case study design, situated at Shinyanga Secondary School in Kishapu district. A total of nineteen participants involved, including five special education teachers participated through interview and fourteen students with visual impairment participated through focus group discussion. The participants were selected purposively depending on their experiences in inclusive secondary school. The thematic analysis was used to analyse the data inductively. The study revealed three significant themes as experienced by the participants: the identification of the learning needs of students with visual impairment (VI), strategies to meet VI learning needs, and challenges during the implementation of the IEPs. The study found inadequate implementation of IEPs from the selected school due to several challenges, including informal strategies in identifying students with VI, irregular training for the IEP team and inadequacy of teachers of special education to accommodate the available students with VI. The study suggests that the identification of students with visual impairment needs to be formalized, regular knowledge updates for the IEP team, and a reduced workload for special education teachers. Although this research is confined to a single-school study, the findings can be used as a benchmark for the schools that face similar situations regarding IEP implementation

Perspektif Hukum Islam, Hukum Positif dan Mahasiswa Progam Studi PAI UIN Malang tentang Ganti Kelamin

This study examines perspectives on gender transition from three viewpoints: students of the Islamic Education Program (PAI) at UIN Maulana Malik Ibrahim Malang, Indonesian positive law, and Islamic law. Using a qualitative narrative approach, interviews with ten PAI students revealed that the majority adhere to Islamic teachings, considering gender identity as a divine destiny that should not be altered, except in certain medical conditions. In Indonesian positive law, the process of gender transition is recognized through the court system with medical evidence. Meanwhile, in Islamic law, gender transition is generally rejected, except in cases of intersex. The Fatwa of the Indonesian Ulema Council (MUI) states that gender transition for individuals with a clear gender is haram but permissible in certain medical cases. This study concludes that the issue of gender transition is a complex debate involving religious, social, and legal aspects.

The Model “SMART”- an Innovation for Achieving Future Success in TVET Students: An Empirical study

The “SMART” school innovation project represents a significant advancement in addressing the challenges faced by students in technical vocational education and training (TVET) programs, particularly concerning their mathematical proficiency. Recent analyses of state matriculation exam results have highlighted a troubling decline in mathematics achievement among students, which poses a substantial barrier to their academic and professional success in TVET learning classes. In response to this issue, the SMART project has been designed to enhance students’ academic performance while cultivating a more inclusive and engaging learning environment. At the core of the SMART project is a differentiated instruction approach to those groups’ students according to their mathematical abilities. This method allows educators to tailor their teaching strategies to meet the diverse needs of students, ensuring that both advanced learners and those struggling with foundational concepts receive appropriate support. By creating specific groups- advanced, intermediate, and those with significant gaps—and regrouping students from different professions into new classes, the project enables targeted interventions that address individual learning needs. This approach allows for simultaneous instruction in mathematics across all new mixed-profession classes, enabling personalized support due to the equal curriculum and equal allocation of hours. This structured grouping not only helps in identifying and addressing knowledge deficits but also promotes a collaborative learning atmosphere where students can thrive. The project emphasizes the importance of regular progress monitoring, with systematic evaluations conducted every two months. This ongoing assessment enables educators to make timely adjustments to teaching strategies and group placements, ensuring that students are continuously challenged and supported. Furthermore, the project incorporates innovative and interactive teaching methods designed to engage students actively in the learning process, moving away from traditional, monotonous approaches. By establishing a comprehensive framework for educational improvement, the project not only seeks to elevate students’ proficiency in mathematics but also aims to create a holistic approach to learning that prioritizes the diverse needs of all learners. The SMART project is poised to make a lasting impact on the educational landscape, equipping students with the necessary skills and confidence to excel in their future studies and professional endeavors. By addressing the root causes of low mathematics achievement and fostering a supportive learning environment, the project aims to prepare students for the challenges they will face in both their academic and career paths.

Psychological Well-Being of Teacher Professional Education Program (TPEP) Students: A Demographic Analysis

Psychological Well-Being of Teacher Professional Education Program (TPEP) Students: A Demographic Analysis

Strategi Meningkatkan Kesadaran Menabung pada Anak-Anak Sejak Dini di Dusun II Desa Pantai Labu Kecamatan Pantai Labu

UMSU KKN activities in Dusun II, Pantai Labu Village focus on developing a simple financial education program for elementary school students through the concept of saving. This program is motivated by the importance of instilling the habit of saving from an early age to form a wise young generation in managing finances. One of the innovations implemented is the Savings Challenge, which is designed to increase students' motivation to save consistently. This competition involves all students, where they compete to save with a certain target during a predetermined period. The purpose of this program is to teach students about the importance of saving regularly and introduce the concept of simple financial planning. The method used is a participatory approach, where students are actively involved through games, stories, and group saving challenges. In addition, collaboration with teachers and parents is also an important part in ensuring the sustainability of the program. The results of this program show an increase in students' motivation to save, both at school and at home. Children not only understand the importance of saving, but are also motivated to achieve their short-term financial targets. In addition, this program also received support from teachers and parents, who felt a positive impact on students' behavior in managing their money.

포스트휴머니즘 시대의 AI(인공지능) 미술 수업 사례를 통한 미술 교육 방향 탐구 : 중학교 미술 교육을 중심으로

This study aims to explore the direction of art education that can foster post-humanistic thinking by analyzing learners' reflections after implementing an AI-based art education program for middle school students. To this end, 3rd grade students at S Middle School participated in both traditional art expression methods and AI-assisted classes on topics such as pottery making, portraiture, and landscape painting. Students' views on these two teaching methods were surveyed and analyzed. This led to the following implications: First, AI was seen as an efficient and straightforward tool for creativity. Second, it was confirmed that there are limitations in expressing the artist's inner self during the AI-based image generation process. These findings suggest that, despite the limitations of AI-based art activities in accurately expressing students' inner selves, AI holds significant potential as an innovative tool and paves the way for a new educational approach centered on the collaborative relationship between humans and AI.

HIGHLIGHTING STUDENTS’ LEARNING STYLES TOWARD THE ENGLISH INSTRUCTION IN EFL CONTEXT

This study aims at identifying students’ learning styles in learning as a foreign language. The participants involve 26 students of English education program. To collect the data, questionnaires are employed. The findings show 46% of students include using kinesthetic learning styles for learning. These students preferred to learn through practical application of knowledge or some kind of related activity and 0% of the 26 students who reached a level of about 6.5% chose to learn to read and write. Despite this, the learning achievement of students with kinesthetic learning styles is higher compared to visual, auditory and reading and writing learning styles. Another result of the study was that English education students did not like the learning style of reading and writing. The students are suggested to have the intention toward initiatives and motivation in the learning process in determining the learning styles they engaged.

Recommendations for instructing blind students in undergraduate physical education teacher education programs: Findings from a program evaluation

Recommendations for instructing blind students in undergraduate physical education teacher education programs: Findings from a program evaluation

NAVIGATING ACADEMIC WRITING CHALLENGES IN ISLAMIC HIGHER EDUCATION

This study delves into the challenges faced by English Language Education program students in Islamic higher education institutions, focusing on IAIDA and UNUJA. Employing a qualitative case study methodology, the research investigates the factors influencing academic writing skills among final-semester students. Findings reveal intricate challenges, including time management issues due to boarding school commitments, limited technology access, and difficulties in understanding research methodology. Challenges in finding and managing references, alongside the impact of supervisors and external factors, such as financial pressures, are identified. Distinct institutional variations between IAIDA and UNUJA underscore the need for targeted interventions to enhance academic writing skills. The results call for strategic initiatives and curriculum enhancements to address the specific needs of students in Islamic higher education, ultimately facilitating their success in academic writing

A scoping review of dementia education programs to assess for the inclusion of culture.

This scoping review examined literature on dementia education programs (DEPs) for healthcare providers and students. The search was conducted using the Discover! search engine that includes 63 databases. The review included a total of 25 articles that met the eligibility criteria. There were numerous DEPs that varied by frequency and duration, mode of delivery, content, target population, program evaluation measures, and outcomes. Most involved nursing staff and students and took place in Canada, the US, and the UK. The most common delivery mode was a one-time in-person session and a wide variety of topics were covered, both general (e.g., understanding dementia) and specific (e.g., driving, delirium). Twenty different tools were used to measure primarily changes in knowledge and attitudes, with little attention paid to performance and care provision. Only three studies on DEPs focused on culture in terms of race and ethnicity. The implications of this scoping review for education are that DEPs need to meaningfully address culture and culturally safe care in order to respond to the increasing diversity of older adults and care providers. In terms of future research on DEPs, program evaluation must attend to the importance of consistent measures, translation of knowledge to practice, and sustainability.

The evolution of medical education in the era of Covid-19 and beyond: a longitudinal study

BackgroundThe COVID-19 pandemic has brought about profound transformations in nearly all aspects of life, leaving its impact on the global community as a whole. Nowhere has this transformation been more pronounced than in the sphere of education, including medical education. Healthcare professionals and educators faced the daunting task of preparing the next generation of practicing physicians amid the ongoing public health crisis.MethodsThe study involved students from three different Chinese medical universities (groups A, B, and C, respectively). The research employed two instruments: a Scale of Satisfaction with Simulation-Based Education and a Scale of Satisfaction with Telemedicine Competency Education. Data were collected at three different time points: 2020–2021 (online/distance learning), 2021–2022 (hybrid learning), and 2022–2023 (traditional face-to-face learning).ResultsIt was revealed that students demonstrated the highest level of satisfaction during the hybrid learning period (Time Point 2), while online/distance learning (Time Point 1) received the lowest ratings. Statistical analysis indicated significant differences in satisfaction levels across the various time points.ConclusionsHybrid learning emerged as the preferred method among students, yielding the highest level of satisfaction. Online/distance learning during the 2020–2021 academic year and traditional face-to-face instruction in 2022–2023 exhibited lower satisfaction levels. The research findings underscore the practical significance of hybrid learning for students in medical educational programs, suggesting its potential for optimizing educational curricula and resources within academic institutions.

APPLICATION OF DIFFERENT EDUCATIONAL STRATEGIES TO ENHANCE THE EFFECTIVENESS OF WORK-BASED LEARNING FOR STUDENTS IN ENGINEERING AND SCIENCE EDUCATION PROGRAMMES

In the context of modern social and technological transformations, universities must ensure the continuous development of students' skills necessary for employment through their involvement in professional communication, individual and continuous learning, in the implementation of projects, research, analysis and problem solving. At the same time, universities should ensure regular monitoring, updating and adjustment of educational programs, learning strategies, learning outcomes, the use of student-oriented approaches in teaching, create a comfortable and trusting learning environment, provide timely and constructive feedback. In accordance with this, the aim of the work was to determine the most effective strategies for practical training of students of engineering and natural science educational programs at the workplace in the company. To achieve the purpose of the research, practical training programs for students in the workplace were developed and tested in companies of the Karaganda and Akmola regions, an analysis of the progress of students and the results of self-assessment in the development of key skills within the framework of practical training programs at the workplace was carried out. During the research, assessment protocols, online questionnaires and self-assessment methods were developed and used in the work. Based on the results of the approbation of practical training programs for students in the workplace according to the bachelor's degree programs “6B06201 – Radio engineering, electronics and Telecommunications” and “6B05304 – Physics”, their effectiveness in the development of professional and technical skills, teamwork and teamwork skills, critical thinking, important personal qualities necessary for graduates of educational programs of engineering has been established and natural science profiles for successful integration into the professional environment and career development. Based on the analysis of the effectiveness of applied workplace learning strategies, it is shown that when teaching students of engineering and natural science educational programs, universities need to involve students more in problem-solving, project-oriented and practice-oriented tasks and cases, which will allow them to acquire the necessary practical experience in identifying and analyzing problems, making adequate decisions, and improving their assessment self-efficacy, improve social and professional communication and interaction skills.

학교폭력 ‘학교장 자체해결제’의 학교현장 인식과 내실화 방안 연구

The purpose of this study is to examine the existing operation status and suggest future improvement plans in order to effectively and stably establish the school-based self resolution and operate it substantively. This study collected empirical data to establish and strengthen the school-based self resolution and examined the operation status and teachers' perceptions. As a result of the study, the need for supplementation and improvement at the cognitive and institutional levels was raised to strengthen the School-Based Self Resolution. First, the school-based self resolution was operated smoothly thanks to the expertise and enthusiasm of the person in charge and the interest and cooperation of fellow teachers. On the other side, It was found that the lack of cooperation from parents was acting as an impediment to the operation of the system. Second, at the cognitive level, there were efforts to create a school violence prevention culture, find effective recovery support measures at the school level, strengthen a smooth collaboration system among teachers, and improve parents' awareness. And at the institutional level, there were strengthening of the system to prevent school violence staff in charge of work exhaustion, support for cultivating the qualifications of school principals through expansion of school violence-related training, and expansion of training and continuing education to improve teachers' student guidance and counseling capabilities and strengthening parent training. It suggested revitalizing student awareness education and recovery programs for students who have been victims of crime, reinforcing the manual for the stable establishment of the school principal`s own solution system, establishing an expert support system, and activating connection to external resources. Based on this, the direction of School-Based Self Resolution are discussed.