Field Of Educational Research Research Articles

The unexpected subject

When an emotionally heated discussion erupts in the social science classroom, it can bring the teachers and students into a topic or question that none of them had foreseen. Within the research field of social science education there is a growing interest for these unexpected teaching situations. The aim of this theoretical article is to further develop didactical theory of the unexpected in social science education with an emphasis on the didactical why-question. By drawing on Hannah Arendt’s theory of the subject and action, the article outlines a perspective on the unexpected in social science teaching. This perspective highlights how students’ actions can be understood as a distinct revealing of the individual that is unique, risky, and unexpected. The article puts this Arendtian perspective in relation to the citizenship ideal of the “the reflective spectator” that has been formulated within the research field. The article ends with a discussion on how to understand the conflict between different ideals of citizenship in the research field of social science education.

Povolání učitel – ceněné, ale nedoceněné: Změny profese začínajících učitelů v České republice

The article focuses on the drop-out of graduates of teacher-training programmes from their teaching profession as a little-explored phenomenon in the field of higher education research. Using selected data from the Absolvent 2018 (Graduate 2018) survey, a comparison was made between the target group (graduates of teachers’ fields of studies) and all other respondents to the survey. The analysis of latent classes, distinguishing graduates on the basis of their declared personal and work-related reasons for leaving the teacher profession, shows a cumulative effect with the remuneration playing a major role. Using logistic regression, the influence of family origin and the nature of the study on the probability of drop-out is investigated as well. Graduates of the full-time form of study leave the profession less often than graduates of combined and distance teachers’ programmes. It is also shown that graduates of the three traditional research-oriented universities (Charles University, Masaryk University, Palacký University Olomouc) do not leave the profession more often than their counterparts from other higher education institutions. Completion of English language teaching programs, as well as mathematics, physics and ICT with a focus on teaching also reduces the probability of leaving the teacher profession.

Report from the 4th Int. Workshop on Education through Advanced Software Engineering and Artificial Intelligence (EASEAI '22)

The growth of digital technologies has drastically altered daily life. Both the general public and specialized groups must continuously acquire new knowledge and skills. The EASEAI workshop series addresses this issue by examining the fields of software engineering, education, and AI research to discover ways they can be integrated. This workshop gathers researchers, educators, and practitioners who apply advanced software engineering and AI in education, and allows for a cross-generational and interdisciplinary exchange of ideas among students, to examine current practices and establish new future goals. More details at https://easeai.github.io.

Mengungkap Pengalaman Pribadi melalui Metode Narasi Oral pada Penelitian Bidang Pendidikan

The use of the oral narrative method in research is not something new. This method has been used for quite a long time, especially in the fields of psychology, sociology and education research. In the field of education, oral narrative methods are used to express educational experiences through telling stories about an individual or a group of people so as to make the stories depicted come true. The general concept underlying this method is that education and educational research are the construction and reconstruction of personal and social stories, where learners, teachers, and researchers are people who are able to tell stories and characters from their own stories. This study discusses the methods and ways of applying oral narratives in the field of education.

Developing a system for assessing engineering students’ transferable skills: evidence for the content validity and replicability of the scales

ABSTRACT Past research has shown that assessments of engineering students’ transferable skills have not been properly investigated or incorporated into the practices of higher education institutions. This study addressed this gap by proposing a System for Assessing Engineering Students’ Transferable Skills (SACTEE, in Portuguese), which includes scales for assessment by self, peers, and teachers. The study also sought to provide evidence of the scale’s content validity, internal consistency, and replicability. A total of 147 students, 23 professors, and 8 representatives of the academic management staff participated on the study to assure the scales’ content validity and internal consistency. Two confirmatory focus groups with 15 representatives from public and private HEIs in Brazil analysed the usefulness and replicability of the system. The results demonstrated the preliminary psychometric quality of the instruments and the replicability of the SACTEE, thus contributing to engineering education research field and to assessing and developing studentś transferable skills.

Sharpening reflexive practice in health professional education research

This paper focuses on the methodological practice of reflexivity. It critically explores previous works within and outside the field of health professional education research that seek to guide and inform researchers about reflexivity. Using illustrative scenarios, this paper will describe what reflexivity might look like in practice and ways in which reflexivity may contribute to strengthening future work. To finish, challenges of reporting reflexivity, including achieving a balance of credibility and vulnerability with respect to researcher reflexivity will be discussed. In sum, this work seeks to provide readers who are new to reflexivity, and those with experience, with some new ways of thinking about reflexivity that they might take forward into their research.

Education 4.0: The Concept, Skills, and Research

Introduction. With Industry 4.0 and Work 4.0 entering the world, modern education is undergoing transformations in terms of educational practices, skillsets and competencies, teaching and learning methodologies (including flipped classroom, blended learning, self-regulated learning, project-based learning, inquiry-based learning, student-centred pedagogy), digital tools used at all educational levels, as well as barriers and challenges. This string of changes is covered by the new buzzword “Education 4.0”. It is not so far finally defined. There are various explanations of the concept. Most align with the Fourth Industrial Revolution and Industry 4.0. The JLE editorial aims to overview the emerging research field of Education 4.0 aligned with Industry 4.0, outlining the potential lines of research for JLE authors.
 Industry 4.0. The transformation of production at large is beginning on the basis of a set of innovative technologies and completely brand-new processes. Their combination constitutes the underpinning of Industry 4.0.
 Skillsets in Education 4.0. There are numerous views of the skills needed for graduates ready for Industry 4.0. One of the most replicated lists embraces the 10 skills offered by the World Economic Forum in 2016 with later updates. Most researchers outline numerous technical, communication, digital, and cognitive skills as a skillset of Industry 4.0.
 Teaching and Learning in Education 4.0. The traditional pedagogy or face-to-face learning, still dominant worldwide, is going to combine with innovative approaches, including, e-learning, and blended learning as a mixture of e-learning ang face-to-face learning. In addition, all student-centered technologies add to the future pedagogical landscape: self-regulated learning, project-based learning, flipped classroom, etc.
 Research on Education 4.0. The authors searched the Scopus for the documents related to “Education 4.0” to find that the total of 483 results unevenly distributed from 2010 to 2023, with a high of 137 in 2022. The analysis of the publications on Education 4.0 proves that the research field is developing fast, though publications authored by researchers from the developing countries prevail in the search results. At the same time, most of the selected publications came out in the Scopus-indexed low-quartile or discontinued journals. A disproportionately low number of articles published by the authors from the OECD countries depletes the quality of the research field.
 Conclusion. The editorial overview of the concept of Education 4.0 may serve as a topical guidance for researchers at large and potential JLE authors focused on educational research. Further studies in the field may cover skillsets and competencies for Industry 4.0; teaching and learning approaches in Education 4.0; new educational frameworks and environments.

다중회귀모형을 활용한 ‘영향요인 연구’의 인과적 타당성에 대한 비판적 검토

One of the popular approaches to educational research is to investigate multiple influencing factors on an outcome of interest. Researchers ask, “Why do students drop out of school?” or “Why did the math score decrease?,” and try to find potential factors that lead to such consequences. The findings are then used to develop an appropriate policy to intervene to facilitate a desirable outcome or to inhibit an undesirable one. This approach belongs to a type of question referred to as “causes of effects,” which is contrasted to “effects of causes.” Interestingly, many causal inference researchers believe that the former is much more difficult to answer than the latter. However, the theoretical basis for such a belief has not been well discussed in the Korean educational research field despite the popularity of the approach. Using causal graphs, this article explains why the causal interpretation of the findings from many studies on influencing factors cannot be established with certainty. In fact, multiple regression coefficients from a single equation could have different interpretations, such as one as a direct effect and the other as a confounded noncausal association. It is emphasized that with the lack of knowledge of true data-generating process, it is almost impossible to correctly interpret statistical findings in terms of causal validity. The article concludes with a discussion of the importance of causal inference for educational research.

A brief discussion on the inspiration and thinking of the Metaverse concept to promote the innovative development of intelligent medicine in China

Created by digital technology,the Metaverse is a digital platform where the digital virtual world and the actual real world can coexist to some extent. Based on the integration of Metaverse and medical science,this article describes the great development of intelligent medicine in the fields of medical practice,medical education and medical research,especially in the field of surgery. First,the technical source of the Metaverse concept in the field of intelligent medicine can be traced back to technology to generate actual digital data sets from human anatomy. Second,the successful industrial practice of Metaverse in the field of intelligent medicine conforms to the authentic and credible fundamental purpose of "taking people as the first priority and serving people"， that is， "virtual" must be based on "actual" for "actual".

Effectiveness of Collaboration in VET: Measuring Skills for Solving Complex Vocational Problems With a Multidimensional Authentic Technology-Based Assessment

Context:Collaboration and digitization in work and production process have been of scientific interest in the research field of vocational education and training for decades. So far, there is a lack of empirical evidence on the extent to which the performance of collaborative problem-solving can outperform individual problem-solving. An appropriate instrument for measuring collaborative performance appropriately has been lacking to this point: It is challenging to (1) collect data on interaction in collaboration in a standardized way and (2) to assign the individual performances to the group performance. In a web-based office simulation, this study examined the two-dimensional construct of collaborative problem-solving ability, which consists of cognitive and social components, and explored the effectiveness of collaboration.
 Methods:The test settings are systematically varied between individual and collaborative problem-solving in a domain-typical problem scenario in the economic domain. A theory-driven two-dimensional authentic instrument with a complex commercial problem in a web-based office simulation was applied to measure the performance in these two test settings. Multi-Group Confirmatory Factor Analysis was conducted to test for measurement invariance across test settings, the two-dimensional RASCH-Model incorporating between-item multidimensionality with correlated dimensions was used for ability estimation. ANOVA test was conducted to determine if there is a statistically significant difference with respect to the ability between the individual and collaborative test settings.
 Findings:The two-dimensional construct of collaborative problem-solving ability with correlated dimensions showed better fit than the unidimensional construct. The scalar measurement invariance was established after excluding three items. ANOVA tests confirmed that the collaborative setting enhances the problem-solving ability of learners significantly in both the cognitive component and social component, and the ability in cognitive component was more fostered.
 Conclusion:The findings suggested the validation of this multidimensional authentic instrument to measure the performance in a collaborative work environment in economic domains. The results showed the effectiveness of collaboration with a computer-based agent. In the practice of vocational training and education, teachers can use this instrument for the evaluation of the effectiveness of collaboration.

Using Experimental Designs to Study Entrepreneurship Education: A Historical Overview, Critical Evaluation of Current Practices in the Field, and Directions for Future Research

Over the last 20 years, there has been growing interest among scholars in conducting experiments in entrepreneurship education. In this paper, we first discuss how experiments as a research method have moved from the natural sciences into the social sciences and how the social sciences, including the educational sciences, have helped to address the challenges of using experiments in studying human behavior. Through the lens of the methodological advances made by the social sciences regarding conducting experiments, we systematically review the literature on entrepreneurship education research that has used experimental designs. By reviewing this literature, we provide an overview of what has and has not yet been studied using experimental designs and which type of experimental designs have been commonly used. Next, we critically evaluate current practices – both good and bad. Based on our critical assessment of the use of experimental designs in the field of entrepreneurship education research, we not only provide a future research agenda and call for experiments that (1) are more theory-driven; (2) answer more ambitious research questions, and (3) use more robust designs, but we also provide several paths forward for experimentalists with an interest in entrepreneurship education to do so.

Language learning strategies and learning engagement as predictors of language learning achievement: an investigation of Saudi EFL learners

PurposeGrounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined the potential interplay between learning engagement (LE) and language learning strategies (LLSs), and their impact on language learning achievement of Saudi English as a foreign language (EFL) learners.Design/methodology/approachThis quantitative study adopted a cross-sectional design using an online questionnaire distributed to 168 Saudi EFL college-level students in Saudi Arabia. Various statistical analyses (descriptive analyses, correlations and simple linear regression) were used.FindingsThe findings revealed that the most frequently LLSs used were metacognitive, followed by compensation, cognitive, affective, social and memory strategies. High levels of behavioral, followed by cognitive, emotional and agentic, engagement were reported. There was a significant and positive correlation between LLS and LE. LLS use and LE were significant predictors of language learning achievement.Originality/valueThe findings contribute to the domain of second language (L2) educational research and SLA field by emphasizing the importance of researching positive psychological factors such as engagement in relation to individual learners' learning strategies and styles to enhance learners' language learning achievement. A number of pedagogical implications for policymakers, educational stakeholders and foreign language teachers were provided.

Comparing random effects models, ordinary least squares, or fixed effects with cluster robust standard errors for cross-classified data.

Cross-classified random effects modeling (CCREM) is a common approach for analyzing cross-classified data in psychology, education research, and other fields. However, when the focus of a study is on the regression coefficients at Level 1 rather than on the random effects, ordinary least squares regression with cluster robust variance estimators (OLS-CRVE) or fixed effects regression with CRVE (FE-CRVE) could be appropriate approaches. These alternative methods are potentially advantageous because they rely on weaker assumptions than those required by CCREM. We conducted a Monte Carlo Simulation study to compare the performance of CCREM, OLS-CRVE, and FE-CRVE in models, including conditions where homoscedasticity assumptions and exogeneity assumptions held and conditions where they were violated, as well as conditions with unmodeled random slopes. We found that CCREM out-performed the alternative approaches when its assumptions are all met. However, when homoscedasticity assumptions are violated, OLS-CRVE and FE-CRVE provided similar or better performance than CCREM. When the exogeneity assumption is violated, only FE-CRVE provided adequate performance. Further, OLS-CRVE and FE-CRVE provided more accurate inferences than CCREM in the presence of unmodeled random slopes. Thus, we recommend two-way FE-CRVE as a good alternative to CCREM, particularly if the homoscedasticity or exogeneity assumptions of the CCREM might be in doubt. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The impact of institutional management on teacher entrepreneurship competency: The mediating role of entrepreneurial behaviour

Although COVID-19 is far away, the impact of the pandemic on the management of higher education remains. Within the field of entrepreneurship education research, the influence of institutional management on teacher entrepreneurship competency (TEC) has attracted more attention as they are considered one of the key engines of economic recovery. Using quantitative research as well as SEM, a total of 1241 entrepreneurship education faculty members at China's double first-class universities were surveyed using a questionnaire. The results suggest that entrepreneurship group management (EGM) and mechanism protection (EMP) in institutions have a positive predictive effect on TEC, while a partial mediating effect exists after considering teacher entrepreneurial behaviours (TEB) (including Teacher's behaviour of innovation and autonomy (BIA) and resource seeking and management (BSM)). Overall, the management of entrepreneurship education in Chinese universities has a good effect on the development of TEC. Thus, the application of tripartite interaction theory in entrepreneurship education institutions provides a good reference for the personal sustainable development of entrepreneurship teachers. The significance of institutional management for teachers should shift from the traditional provision of work to professional development and growth.

Study on the Development of Secondary Vocational Education in China

In order to understand the current situation of secondary vocational education research in China, this paper adopts the literature research method to study the development of secondary vocational education in China. Firstly, we searched the literature of secondary vocational education research and found that the main research literature was focused on three areas: "research on secondary vocational education development", "research on school-enterprise cooperation and industry-education integration model of secondary vocational education", and "research on secondary vocational teaching reform". After analyzing the hotspots of secondary vocational education research, the future directions that researchers should focus on in the field of secondary education research in the future are generally "problems in the development of secondary vocational education", such as promoting the research of "school-enterprise cooperation and integration of industry-education" in secondary vocational schools. "The important role of secondary vocational education as a bridge", such as the promotion of the "double high" policy, which opens up new channels for higher education or vocational-technical universities through the creation of specialties. "Teacher training and pedagogical innovation in secondary vocational education" e.g. interdisciplinary cross-fertilization. It is strongly believed that these recommendations will be useful for researchers concerned with the field of secondary vocational education

Twenty years of research development on teachers’ critical thinking: Current status and future implications——A bibliometric analysis of research articles collected in WOS

Teachers’ critical thinking, an essential factor affecting their professional development, has recently been a hot topic in the field of teacher education research. In order to systematically investigate the current research status of teachers’ critical thinking and its future development, Biblioshiny software (R-studio cloud), togeteher with manual sorting and deleting, has been adopted to conduct a visualization analysis of 1273 articles collected in the Web of Science (WOS) core collection database over the last two decades (2002-2021). Firstly, this study analyzes the annual production, sources, cited documents, authors, affiliations and countries to determine the research trend and focal research power. Secondly, research hotspots of teachers’ critical thinking were obtained by word treemap, keywords co-occurrence network, cluster parts and thematic maps. Subsequently, this study highlights future research directions by the above analysis. A series of bibliometric analysis has concluded that the number of published articles demonstrates an apparent increasing trend and the recent five years have particularly witnessed a strong momentum. Furthermore, among the countries, the USA plays a leading role in teachers’ critical thinking research while the contribution of developing countries in this research field has become more apparent than ever in recent years. In addition, core research journals, authors, institutions and mostly cited documents have also been retrieved through bibliometric analysis. Regarding the hotspots, teachers’ critical thinking research themes have been constantly evolving from 2002 to 2021. Therefore, it has been concluded that teachers’ knowledge, performance and belief are the primary development direction of their critical thinking research not only at present but also in the future. This article has drawn some meaningful conclusions and implications for future research in this research field based partly on the acknowledged current research limitations.

Social Functions of Non-formal Education and Added Value in Development

The article discusses essential characteristics of the social functions of non-formal education in the present day. The way of carrying out the main functions is examined in relation to some trends in postmodern society and its specific crisis and risk features. The review and analysis of social functions was done through a survey of conceptual and empirical studies in the field of non-formal education and ongoing research conducted through semi-structured interview with students participating in non-formal education activities, parents and teachers in non-formal education services. The possibilities and limitations in performing the functions are considered in relation to globalization and individualization of public life, a new constellation of peer relationships, the growth of consumer culture, the culture of immediacy and easy-culture.

Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China

With increasing attention being paid to teacher education, various theoretical perspectives have been adopted to study on how pre-service teachers learn to teach. This study employed complexity theory as conceptual framework and examined two pre-service EFL teachers’ practicum experiences by qualitative case study and identified three core characteristics of their learning-to-teach: complexity, dynamism and self-organization. It is found that pre-service EFL teacher learning, as a complex system, interacted between and among a network of socio-contextual factors and thus influenced and being influenced during the learning process in a non-linear and complex way. This study made empirical and theoretical contributions to the research field of teacher education and provided implications for university-school collaboration-based teacher education practice.

A study on the relationship between gender stereotypes of early childhood teachers and androgyny education

Studies have shown that gender stereotypes have already appeared in children two years of age. As the central place for children's socialization, kindergarten teachers' gender stereotypes will substantially impact children's future studies and work. As one of China's most economically developed regions, the Yangtze River Delta region has richer educational resources than other regions. Some new educational concepts will be implemented earlier in the Yangtze River Delta region. As a relatively cutting-edge research field in preschool education, androgyny education has been implemented and developed to a certain extent in the Yangtze River Delta region. Therefore, this study took the Yangtze River Delta region as an example to find out the relationship between the gender stereotypes of early childhood teachers and androgyny education. A total of 67 teachers participated in this study. An adapted questionnaire was used to explore the relationship between teachers’ gender stereotypes and androgyny education. This study used empirical data to demonstrate that gender stereotypes of early childhood teachers in the Yangtze River Delta region were negatively related to androgyny education. Thus, when gender stereotypes of early childhood teachers were strong, they were less likely to implement androgyny education. In other words, teachers can mitigate their stereotypes by implementing androgyny education.

Invisible borders in educational technology research? A comparative analysis

Educational research is reflective of the nature and structure of national and regional education systems and their historical evolution. Educational technology research, as an area within educational research, reflects this case particularly prominently. Although individual countries and regions have varying research traditions, the publication of research in English as the scientific lingua franca can lead to missing nuances in terminology, which is often not reflected upon. Despite this, the exploration of research from different countries can still uncover diverse topical clusters. This study aims to identify the research topics in educational technology research in three countries (Germany, Spain and the United Kingdom), each with their own research traditions, through the terms used. To this end, a bibliometric analysis of 3034 article abstracts and keywords from 29 English-language Web of Science journals in the field of education and educational research was conducted, with a focus on educational technology. In addition, the quantitative findings are comparatively analysed by considering the corresponding cultural clusters. Main findings include diverse research foci in the three countries, also showing that distinct research traditions are still present, despite using English as lingua franca. Therefore, research articles written in English by non-English authors often do not reflect the same meanings in each country, despite using the same words. The conclusions reflect upon the need to establish ways of understanding the traditions behind those research articles and build collaborative systems to illustrate nuances in this research.