Educational Rights Research Articles

Large Language Model-Based Chatbots in Education: Student Perspectives on AI-Generated Text Quality and Credibility in Wuhan’s Private Universities

This paper examines how Large Language Model (LLM) chatbots are incorporated into Wuhan’s private undergraduate education. It evaluates the dependability of AI-generated information using the Technology Acceptance Model (TAM) and emphasizes the significance of fostering critical thinking in Private Higher Education (PHE). The results point to a deficiency in critical thinking education as underclassmen appear to rely too much on chatbots. Less interaction with AI technologies is seen among arts students, which may indicate a mismatch with their creative requirements. The report criticizes China’s PHE for its profit-driven strategy and poor faculty development, and it makes recommendations for changes that would encourage responsible AI use, protect educational rights, and encourage critical thinking.

Understand the intersection of FERPA, coaches, and transcript disclosures

A registrar recently asked me for my opinion on a situation involving transcript disclosures and a coach. That situation serves as a good pretext to introduce a very common type of disclosure of education records. As per the Family Educational Rights and Privacy Act:

Ivan Illich perspective of deschooling society and the right of education

For over a century, schools have been able to institutionalize the value behind learning and “earning” an education. Ivan Illich argues that most learning was not the result of instruction, but of active engagement in a meaningful setting. He questions the system that encourages everyone to access an education that is guided by socio-economic relations, as pre-formatted product. This study aims to investigate if the theory of education proposed by Ivan Illich in Deschooling Society is feasible, legal, and how can it influence the creation of better models of education. The paper addresses the right to education according to the Universal Declaration of Human Rights and to what extent a parent has the ultimate authority to direct a child’s education. Using the review literature methodology, it investigates what is the role of school and what is the proposition of Ivan Illich for an alternative system of education. By reflecting on problems and contradictions of the tradition school system the paper discusses if schools contribute to a more democratic and egalitarian society, or if they reinforce inequalities. As a conclusion, Ivan Illich believes that the biggest obstacle to achieving a society that really educates is the existing imaginary that is conditioned to schooled thinking. Illich advocated for the decentralization of education and the empowerment of individuals to take control of their own learning processes. He promoted informal learning through community-based initiatives, apprenticeships, and self-directed study. This perspective has influenced alternative education movements and contributed to the development of concepts like homeschooling, unschooling, and self-directed learning. Alternative models of education can bring creativity and innovation to the learning process and should be encouraged and celebrated, especially if guided by an emancipatory approach and not by a neoliberal market logic that reinforces inequalities.

Experience of people living with leprosy at leprosy settlements in Nigeria

AbstractBackgroundAlthough Nigeria achieved the national leprosy elimination target of less than 1/10,000 population in 1998, factors such as culture, behavioural patterns and social determinants, among others, continue to contribute to an increase in leprosy cases and a poor state of living for individuals with leprosy in Nigeria. This study delves into the experiences of individuals residing in leprosy settlements in Nigeria.MethodsThis study employed a community‐based cross‐sectional design, utilizing a concurrent mixed‐methods approach for comprehensive data collection. Questionnaires, focus groups and interviews are conducted simultaneously. The research involves participants from seven leprosy communities across Nigeria's six geopolitical zones and Federal Capital Territory. Qualitative methods, including 14 focus group discussions and 6 key informant interviews, are complemented by quantitative questionnaires, engaging residents, leaders and nongovernmental organization (NGO) representatives. Respondents comprised 35 leprosy patients, 21 family members, 7 community leaders, 7 settlement officers and 2 organizational heads involved in leprosy control.ResultsThe results indicate significant access to healthcare (93.7%) and interest in self‐care practices (95.2%), with a considerable proportion (74.6%) receiving free healthcare. Interview data underscore the limited government support, with NGOs and partners assuming a more substantial role. Qualitative insights from persons living with leprosy highlight financial struggles, stigmatization and substandard living conditions in settlements, exacerbated by limited government funding. This reliance on private and NGOs is further compounded by declining funding, hindering individuals’ ability to start businesses and provide self‐care.ConclusionThis study underscores the pressing need for increased government support, funding and better living conditions for individuals affected by leprosy in Nigeria. It highlights the significance of education, awareness campaigns and human rights promotion to combat stigma and enhance the quality of life for those living with leprosy. Moreover, the study advocates for the reintegration of affected individuals into their communities to foster societal inclusion and well‐being.

A Blueprint for an AI Bill of Rights for Education

Abstract In the wake of the introduction of ChatGPT, educators have been faced with pressure to adapt to the disruptive technology of AI chatbots. But these tools were not developed with educational applications in mind, and they come with many potential risks and harms to students. As educators decide how to address generative systems in their classrooms in the context of an ever-changing technological landscape, this essay offers a starting point for conversations about policy and protections. It begins with the rights articulated by the US Office of Science and Technology Policy and goes on to elaborate rights for educators and students, including institutional support for critical AI literacy professional development; educator collaboration on AI policy and purchase and implementation of generative systems; protection of student privacy and creative control; and consultation, notice, guidance, and appeal structures for students.

Disclosures 12: Request for mailing labels and legitimate educational interest

The most frequent Family Educational Rights and Privacy Act issue that occurs when disclosing education records internally to school officials is assuring that a legitimate educational interest exists before disclosing those education records. And it is important that, in making a disclosure to a school official, we are FERPA‐compliant.

Analysis of the Role of Legal Education and Community Welfare on Social Justice and Human Rights in Rural Areas in Central Java

This qualitative research delves into the dynamic intersection of legal education, community welfare, social justice, and human rights in rural areas of Central Java, Indonesia. Through in-depth interviews, focus group discussions, and thematic analysis using NVivo software, the study explores the perceptions, experiences, and practices of stakeholders involved in initiatives aimed at promoting social justice and human rights. Key themes that emerged include the importance of legal literacy in enhancing awareness of rights, challenges in accessing justice, the transformative impact of empowerment and participation, the need for holistic approaches that address intersecting social challenges, and the vital role of collaboration and networking among diverse stakeholders. The findings shed light on the complexities and opportunities inherent in promoting social justice and human rights in rural contexts, providing valuable insights for the development of inclusive and sustainable interventions.

Education, Equality, and Proto-Feminism in Maria Gaetana Agnesi

Abstract In this paper, I analyse the works of Maria Gaetana Agnesi, an Italian mathematician of the eighteenth century. I specifically focus on the themes of proto-feminism, equality, and educational rights as persistent threads of her philosophical and scientific production. I emphasize her continuous efforts to highlight the place of women in the history of philosophy, presenting three chief texts in which these efforts are expressed. In her first work, the Academic oration, in which it is demonstrated that the studies of the liberal arts by the female sex are by no means inappropriate, I show how she articulates a rhetoric defence of women's educational rights. In her second work, the Philosophical propositions, I highlight how she combines Cartesian metaphysics and philosophy of mind to justify women's belonging to the history of philosophy. In analysing her final masterpiece, the Analytical institutions, I interpret the dedication to the Austrian empress Maria Theresa as a proto-feminist text, vindicating the leading role of women in history and society.

Rethinking children’s rights in relation to planetary rights: A relational perspective in the era of climate change and other crises

This article delves into the intricate relationship between children’s rights and the broader landscape of human and more-than-human rights in times of planetary pluri-crises. While acknowledging the historical significance of the United Nation adoption of the Convention on the Rights of the Child (UNCRC) as a late 20th-century milestone, this contribution challenges the notion of treating children’s rights as a distinct right’s issue within the global context of ecological, social, economic and political turmoil. The article identifies three intensities around children’s rights within the ‘rights’ discourse to argue that ‘rights’ are always relational. Using a relational mapping informed approach to analysis, a series of three intensities is presented: a hierarchy of ‘rights’, doing ‘rights’ in the Anthropocene and thinking ‘rights’ in the context of pluri-crisis education. These intensities play across scales at local and planetary levels and highlight the urgency of reimagining children’s rights as relational with planetary rights. The article concludes with an imagined place-based scenario that explores how this mapping of intensities makes visible relational rights for early childhood education in times of climate crises in Australia, and beyond.

Autonomy of Universities and Judicial Review: Irreconcilable Concepts?

The autonomy of universities represents the main functional principle of universities in EU Member States. Is is an instrument of defence of higher education institutions from ideological, political and religious interferences and an essential middle of implementing educational right of individuals. Its role is to contribute to the improvement of higher education, to universities performance and to the developments of society. But what happens when decisions of higher education institutions, their inaction or unjustified refusal to resolve a demand are brought in front of tribunals? Is the judicial review possible, does it have limits and which are these limits? The answer assumes to establish the aim and the content of the university autonomy and to assess the judicial review both from the perspective of legality and opportunity. Our research is descriptive and explanatory and contains relevant case law. Our conclusion is in the direction of a complete judicial review made by the administrative courts, both from the perspective of the legality and of the opportunity of the act submitted to the control.

Dr. B. R. Ambedkar's Economic Philosophy: A Special Focus on the Indian Economy

Bharat Ratna Dr. B. R. Ambedkar was a significant figure in Indian history. He made contributions in the domains of economics, sociology, law, education, journalism, editing, social revolution, and human rights, among other things. India's mixed economy reflects the effects of social, political, and economic shifts that occurred both before and after independence. He used his movements to highlight the problem of the rural poor being exploited both physically and financially. Indian economics now have a new sociopolitical viewpoint thanks to Dr. Ambedkar. "Changeover from economics to law and politics" was the decision made by Dr. Ambedkar. He was in favour of keeping the currency's gold standard steady. He claims that a depreciating currency boosts exports and drives up local prices. Furthermore, he promoted "Industrialization" as a useful and workable solution for the Indian economy and agriculture. The goal of the current study is to clarify Dr. B. R. Ambedkar's economic views in light of the Indian economy.

Brazilian primary dental care in a universal health system: Challenges for training and practice

ObjectivesTo report the challenges for training and practice for the Brazilian primary dental care in a universal health system. MethodsHealth, education and protection rights against poverty are guaranteed by the 1988 Brazilian Constitution and public health in Brazil is provided by the Unified Health System (SUS), one of the largest public health systems in the world. According to SUS, every Brazilian citizen has the right to free primary oral health care as secondary and tertiary care, offering a unique opportunity to integrate oral care within general health care. ResultsThe Brazilian undergraduate Dental curriculum was updated in 2021 aiming to graduate general practitioners with a major in comprehensive health care in primary health care, integrated with public and general health. This curriculum update requires at least 20% of the academic hours to be exercised outside the university walls (extramural or community work), preferably within the SUS. ConclusionsConsidering the World Health Organization (WHO) agenda, Brazil needs to advance the innovative oral health workforce, the integration of oral health into primary care, the population access to essential dental medicines and optimal fluorides for caries control. Clinical significanceIt is necessary political action and the engagement of multiple stakeholders, mainly from the health and education sectors, to improve primary health care

Are children under five with disabilities' educational rights acknowledged and supported in Chile?

Are children under five with disabilities' educational rights acknowledged and supported in Chile?

“Our Identity is Our Dignity”: Digital Transformations: Palestinian Aspirations, Idealism, Reality and Pragmatism

This article reports on a collaborative project for the digital innovation of language teaching in Palestine, and it argues for the necessity of mobile learning to circumvent disruption created by the Israeli occupation causing challenges that result in marginalisation and disenfranchisement of opportunity. This partly occurs through the oppression of a sovereign curriculum that supports Palestinian self-determination. This oppression is against both the United Nations Development Goals protected rights for education and the Palestinian Ministry’s vision for a society with an education sector that embraces the use of technology to invigorate the value of its culture, produce knowledge and promote emancipation. The article proposes the integration of digital technologies with student-centred learning to enhance and support transformation through three main elements: 1. Digital competence to develop confidence and agency in teachers; 2. Continuous teacher learning to develop autonomy and collaboration within organisations; 3. Problem-solving competencies, which can result in continuous improvement loops and local solutions to barriers. This article will resonate with those recognising the need for critical theory to challenge policy and practice where it deepens disadvantage. It draws upon the voices of 20 teachers from four higher education institutions in Palestine, who reflect on the barriers to innovation and a reclaiming of educational terrain.

Crises as a Catalyst for Development: Assessing The Toll of Covid-19 Pandemic-Related Policies on Private School Students in Kuwait

The current study aims at exploring the educational policy in Kuwait and its consideration of the rights of education, emphasizing justice and equality for all learners during times of crisis. It concentrates on the Covid-19 pandemic and the challenges faced by parents in private schools. The study adopts quantitative statistical methods and employs a questionnaire that involved 294 parents. The findings show that parents of private school students in Kuwait encountered several difficulties, during the time of the pandemic, which lead to unequal educational opportunities. Consequently, this study supports the development of the educational policies to address similar crises stressing the need for a comprehensive educational plan that ensures equitable support and supply of resources during emergencies. This is crucial for promoting educational equality in private and public institutions in Kuwait.

Membangun Semangat Belajar dan Nasionalisme dengan Memperkenalkan Budaya Indonesia di Sanggar Bimbingan Kuala Langat

This article is the result of Community Service Activities, which are a form of implementation of KKN-Dik batch 5 and a form of participation to help fulfill the educational rights of the children of Indonesian Migrant Workers (PMI) in Malaysia as stated in the 1945 Constitution " Berperan dalam mencerdaskan kehidupan bangsa " by applying values -the value of love for the homeland. This service aims to foster the character of love for the homeland in immigrant children in Selangor, namely SB Kuala Langat students. Implementing this service is by applying learning methods in the classroom combined with nationalist values to foster a character attitude of love for the country through learning and playing activities based on nationalist values. The children of immigrant workers still lack the character of love for their homeland, so it is necessary to implement learning methods that foster enthusiasm for learning and increase their sense of love for their country to strengthen their identity as children of the Indonesian nation. The sense of nationalism must always be believed by the children of the Indonesian nation, wherever they are. Therefore, guiding efforts to foster a love for the homeland is very necessary for immigrant children in Selangor, especially for students at the SB Kuala Langat.

Traditional Practices and Education Rights: A Case of University Female Students in Hodon District, Somalia

Education is a fundamental right and plays an important role in development (United Nations Educational, Scientific and Cultural Organization, 2020). However, in Hodon District, Somalia, traditional practices and cultural beliefs significantly influence educational opportunities available, particularly for marginalized groups like girls (Abdullahi & Said, 2012; Ahmed, 2000). Somalia has a rich cultural heritage shaped by diverse traditions that form societal norms, though some perpetuate gender inequality and limit girls' education (Abdullahi & Said, 2012). It is important to examine Hodon District's prevailing traditions and their impact on education rights to identify improvement areas and strategies (Hassan & Lewis, 2008; Warsame, 2001). Traditional practices may include gender roles, restrictions on girls' schooling, early marriage, and limited resources that hinder enrollment, retention and achievement (Omar & Hersi, 2011; Roble & Wardheer, 2003). Additionally, traditions can affect boys' education through expectations like income contributions over schooling (Roble & Wardheer, 2003). To properly address barriers, comprehensive understanding is needed of prevailing practices and implications for opportunities (United Nations Children's Fund, 2010). The objective was to examine the effect of Traditional Practices on Education Rights: A Case of University Female Students in Hodon District, Somalia. The theoretical framework of this study is grounded in liberal feminism theory, as advanced by Jackson and Pearson (2002). A mixed-methods approach was used combining qualitative and quantitative data from interviews, questionnaires and a sample of 358 female students from universities in Hodon district, Somalia. The research examined the influence of traditional practices on education rights through a descriptive design aimed at understanding subjective experiences. Findings revealed Somali traditions are gender sensitive in education with a mean of 3.765. Cultural support for education in communities had a mean of 2.073. Regression analysis between traditional practices and education rights yielded a correlation coefficient (R) of 0.749. The model summary results were: R = 0.749, R2 = 0.560, Adjusted R2 = 0.559, meaning traditional practices explain 56.0% of the variation in education rights, while other factors account for the remaining 44.0%. It was concluded that traditional practices have a significant effect on education rights for university female students in Hodon district. Specifically, improvements to traditional practices that increase support for girls' education could positively impact education rights in Mogadishu. The study provides insight through quantitative and qualitative examination of the influence of traditions

Translating Educational and Cultural Literacy Works under Berne, Ius Cogens, and Linguistic Genocide

The lack of works for educational and cultural literacy purposes in their own languages threatens the cultural survival of many vulnerable minority and indigenous groups worldwide. Translation could satisfy related access needs. A strict reading of international copyright law, however, does not facilitate the translation of works into other languages. Yet, it is often forgotten that, in accordance with the integration rule of treaty interpretation, the Berne Convention, and other relevant international intellectual property instruments, would have to be read in the light of internationally protected linguistic human rights in education and for cultural literacy. This mechanism could go some way towards assisting the easier translation of (parts of) works for the stated purposes into other languages. The argument made in this article, however, is that a harmonious reading of existing international copyright law with international human rights law cannot go as far as to sufficiently resolve the access needs of vulnerable groups speaking an endangered language, insofar as translated texts are concerned. In fact, it is contended that the existing regulation of translation under international copyright law is so inimical to the survival of vulnerable groups and their languages that it must be held to promote cultural or linguistic genocide. For that reason, the relevant copyright rules must be considered to conflict with ius cogens, that is, peremptory norms of international law, and to be void in their application to neglected languages. The article makes suggestions as to how countries could design national copyright law regulating translation rights and limitations and exceptions in a way that facilitates translation generally, and into neglected languages specifically. These suggestions are based on a reappraisal of the true character of translation, which must be seen to be highly transformative in nature and resulting in the creation of autonomous new works.

Legal Certainty Of The Rights Of Children Born Out Of Wedlock To Their Biological Fathers

Children are both a divine gift and a solemn duty bestowed by the Supreme Being. Law Number 1 of 1974, which has been amended by Law Number 16 of 2019 concerning Amendments to Law Number 1 of 1974 concerning marriage, distinguishes between two categories of child status. Article 2 pertains to legitimate children, while Article 43 addresses children born out of wedlock. Illegitimate children are commonly used to refer to children born outside of marriage in a broader context. They are born due to a extramarital relationship between a woman and a man. The relationship between the two is biological, without legal recognition, such as a marriage officially registered by the state. Facing issues surrounding the existence of illegitimate children, According to Article 43 of Law Number 1 of 1974, which has been amended by Law Number 16 of 2019 concerning Amendments to Law Number 1 of 1974 concerning marriage, it is stated that individuals do not possess a formal legal bond with their biological father. The impact is that they do not receive financial security, education, or inheritance rights. In addition, society tends to assess children born out of marriage negatively, considering them different from legitimate children. If the child is legally recognized as illegitimate, then the family relationship is civilly terminated; for the child, they are only bound to his mother. This situation causes discrimination against the legal entitlements of children born out of wedlock. This article explores legal clarity on the rights of children born from extramarital partnerships. The author uses a normative methodological approach in this research, utilizing secondary data and data collection strategies such as document studies, theoretical ideas, and existing principles. Data analysis in this research involves deductive analysis using a statutory approach and conceptual framework.

The voice of a group of teachers in full-service schools in South Africa.

Full-service schools (FSSs) were introduced into the South African school system as part of the movement towards inclusive education. The authors of this article embarked on a study to obtain the opinions and feelings of a group of teachers about FSSs and inclusive education. Thus, the 'voice' of these teachers could be heard. The research followed a qualitative approach using group discussions and classroom observations. Triangulation was used to verify information. The data revealed that the teacher participants had definite opinions and feelings about inclusive education in FSSs and their classroom experiences also came to light. The themes arising from the research are the teachers' opinions about teaching in FSSs, support from the school and the school management, discipline in the schools, teaching methods, language issues, religion and parent involvement. It is clear that the specific needs of teachers whose schools were transformed into FSSs will have to be attended to. The teachers are the ones who have to apply inclusive education in their classrooms, and it is essential that teachers' teaching and personal needs in full-service classrooms are addressed. The article contributes to a better understanding of the teachers' important role in FSSs and the problems experienced by the teachers. This aligns with the ethos of inclusive education and human rights included in the scope of the journal.