Education Stakeholders Research Articles

Choice of Strand among Senior High School Students: Perspectives, Problems and Opportunities

Philippine Educational System has taken a great innovative stride in adopting the Senior High School (SHS) of K to 12 Program which was implemented School Year 2016 – 2017. One of the leaps that the program has introduced along with it was that a senior high school student is expected to be enrolled to the Senior High School Track that is in line with their interest, ability, skills and higher education course they wish to pursue. However, it has been a perplexing question among senior high school students what track and strand to take that is in line with their choice. The researcher as a teacher wanted to find out what are the choices of strand among students in senior high school focusing on the perspectives, problems and opportunities with the hope that it can give insight to senior high school students, parents and mentors to understand the choice of strand among senior high school students. And possibly the result of the study may lead to the understanding why the importance and the need on having a Career Guidance Program for Grade 10 students before taking Grade 11. For social entrepreneur Filipino French Henry Motte-Muñoz, the key is to help students determine the best senior high school track for them and the university courses they can eventually take should they wish to get a college degree. In the last quarter of 2015, Motte-Muñoz launched Edukasyon.ph, an online platform that aims to solve the labor mismatch by giving students a comprehensive look at where the choices will lead them: "Out of the one million and a half kids who will finish high school, only 300,000 at most will go on to higher education, graduate, and find a job," he said. That means there are more than one million Filipinos who are left behind because they cannot afford college, or because they go in and drop out or end up taking the wrong subjects (Schnabel, 2016). Thus, the senior high school students’ choice of track and strand must be in line with their capability and interest to avoid labor mismatch, unemployment and drop out. It is in this premise that the researcher was desirous to find out the choice of strand among senior high school students and their perspectives, problems and opportunities. The purpose of this research is for the senior high school students to have an overview on the status or challenges on a certain strand as well as the opportunities that could be available to them with their choice of strand. This research study also aims to provide an insight to stakeholders of education like the community constituencies, school administrators/ operators, parents, curriculum designers and educators in general and may provide direction also to senior high school students on their choice of strand and track.

Factors Influencing School‐Based Mental Health Program Selection: Insights From Educational Stakeholders

ABSTRACTSchool mental health programs are an important component of the national response to the current student mental health crisis. However, evidence‐based programs often face numerous barriers to their selection, scale‐up, and sustainability in real‐world settings. In this study, we interviewed 15 educational stakeholders to examine what influences their selection of school‐based mental health programs. Interviews focused on factors influencing the selection and sustainability of mental health programs in schools. We coded transcribed interview data using a hybrid, iterative process, and generated themes from these codes. We identified five categories of themes related to key decision‐making criteria: program fit with student and school needs, evidence of program effectiveness, stakeholder buy‐in, logistical considerations for staff delivering programs, and cost and resource requirements. Findings have implications for researchers who wish to improve dissemination strategies for school‐based mental health prevention programs and for policymakers who wish to shape funding priorities to support greater diversity in program availability. Findings are also useful to practitioners who may use these insights to reflect on their own program selection practices or may see their own experiences reflected and normalized through the lens of the key themes presented here.

Conceptualisations of Citizenship among Educational Stakeholders in Newly Independent Madagascar

After independence from France in 1960, there were different views on how to educate newly independent Malagasy citizens. This article asks what kinds of citizenship was to be promoted and to whom should Malagasies learn to be loyal as citizens of their village, the newly independent nation, and a global world. Through a framework for critical citizenship education and perspectives on citizenship and transloyalities, this article analyses national, international, public, and private (religious) conceptualizations of citizenship education post-independence. The analysis is based on four reports: a 1960 Protestant conference report, a 1963 UNESCO mission report, a government document from 1964, and a 1968 report from a student organization conference. The analysis reveals that different stakeholders within newly independent Malagasy education promoted different conceptualizations of citizenship, some more critical than others.

The impact of armed conflict on education and children in Jammu and Kashmir: implications for peace education

ABSTRACT The paper examines how prolonged armed conflict in Jammu and Kashmir affects both education and children. Utilizing a descriptive qualitative survey methodology, the study delves into the multifaceted experiences of the diverse educational stakeholders while analyzing the underlying factors that shape their perspectives. Empirical findings strongly suggest that while there is no universal formula for peace education in conflict contexts, a crucial element lies in establishing supportive classrooms that address the unique challenges experienced by students and teachers. The study’s implications have broad significance, offering valuable insights for policymakers and humanitarian organizations seeking a deeper understanding of the adverse childhood experiences (ACEs) faced by communities in conflict-affected areas. Implementing peace education at the school level can help alleviate the impact of conflict on students and teachers, but addressing the broader context of insecurity requires attention to political, security, social, and economic factors, with schools serving as a potential arena for specific aspects of peace education.

Assessing Student Characteristics With The Right Instruments: An Important Pathway To Implementing A Merdeka Curriculum In Indonesia

The implementation of Indonesia's Merdeka Curriculum necessitates a comprehensive understanding of student characteristics to support personalized learning experiences. This study explores the evaluation of student characteristics, assessment instruments, and their application in improving the learning process within the Merdeka Curriculum framework.To examine the evaluation of student characteristics, various assessment instruments, factors influencing instrument selection and application, and the benefits of evaluations in enhancing the learning process. This qualitative study employs a systematic literature review. The research steps include: 1) Collecting relevant literature from academic databases, focusing on journal articles, books, and government regulations related to the Merdeka Curriculum and student assessment; 2) Analyzing collected materials using content analysis techniques; 3) Synthesizing key themes and findings; 4) Validating results through data source triangulation and peer review. The study identifies key student characteristics for assessment, including cognitive abilities, learning readiness, motivation, learning styles, self-regulation, and social-emotional skills. Various assessment instruments are discussed, such as standardized tests, evaluation scales, performance-based assessments, interviews, and observations. Factors influencing instrument selection include assessment goals, student characteristics, and available resources. The benefits of student characteristic evaluations include informing adaptive instruction, providing targeted support, and monitoring student progress. Effective evaluation of student characteristics is crucial for implementing the Merdeka Curriculum and supporting student-centered learning in Indonesia. The study emphasizes the need for a shift towards process-oriented assessment and highlights the importance of collaboration among educational stakeholders to create an inclusive learning environment.

Sharing the ocean: fostering blue synergies for sustainable whale-watching

Whale-based tourism activities offer unique opportunities for humans to observe cetaceans in their natural habitats. Well-planned experiences can provide educational value and promote respectful enjoyment of marine wildlife. Conversely, poorly managed activities can negatively impact cetaceans by injuring or killing them (through collisions with boats) or altering their behavior, such as resting time, nursing or diving. This study presents an example of designing and implementing a whale-based tourism activity in the Canary Islands (Spain), with the participation of researchers, whale-watching operators and tour guides, public policy-makers, and civil society, with a strong focus on educational values. The coastal communities are crucial in promoting sustainable whale-watching practices through educational initiatives, community engagement, and stakeholder collaboration. The paper employs a process-monitoring approach to evaluate the whole procedure of whale-watching activity implementation. We assume that the success of any tourism activity depends on the process that leads to its creation. The analysis emphasizes the need for careful planning and execution to design and implement marine tourism experiences. Concerns for tourism satisfaction and safety and the need for environmental sustainability challenge the management of whale-watching operations. In this regard, engaging local communities, addressing safety and conservation concerns, and promoting responsible tourism practices are essential for mitigating these challenges and ensuring the long-term viability of whale watching as a sustainable and educational activity.

Competence-based vocational agriculture education for sustainability in Burundi: perspectives from different educational stakeholders

ABSTRACT One of the most important goals for vocational agriculture education in Burundi (ITAB) is to develop the sustainable agriculture competencies of students. Competence-based education (CBE) is the current official approach for ITAB curriculum design. The present study aimed to examine to what extent the ITAB curriculum addresses sustainable agriculture competencies and fulfils CBE educational design principles from the perspectives of educational stakeholders. Survey data from a sample of 224 respondents, including teachers (N = 115), students (N = 96), and curriculum advisors (N = 13), were collected and analysed. Respondents felt that the ITAB curriculum does not sufficiently foster sustainable agriculture competencies from the curriculum content view, and that study programmes are only partially competence based in terms of educational design. These educational limitations were experienced much more by teachers and students, while for advisors, the current curriculum was already largely competence based. These findings have implications in terms of curriculum re-design. More concretely, study programmes should be regularly updated to reflect the changing dynamics of sustainable agriculture and to truly promote students’ sustainability competencies. Furthermore, and crucially, attitudinal aspects of competencies should be emphasised to enable behavioural changes in students with regards to their preparedness to constitute a pool of motivated sustainability change-agents.

Analyzing dropout intentions in vocational education and training: exploring the nexus between different dimensions of dropout reasons and the different directions of dropout intention

Extensive research has focused on various dimensions of dropout reasons, yet it often overlooks the importance of considering different dropout directions in the analysis. Our cross-sectional study examines the association of factors of six dimensions of dropout reasons (learner, professional, company, school, activity, and context) with four directions of dropout intention (upwards, downwards, horizontal: occupational change, and horizontal: company change). Stepwise regression analyses using dropout intention as a prior inner condition (before actual dropout behavior) with data from 559 industrial and office management trainees in Germany are conducted. Results indicate that the largest association across different directions of dropout intentions is exerted by the trainees’ occupational identity (professional dimension) and the year in training (context dimension). School factors like the use of outdated teaching equipment and learner factors like trainees’ high professional commitment predict upward dropouts, while a low level of trainees’ workplace social involvement (activity dimension) predicts downward dropouts. Company factors like unfavourable working regulations predict occupational change, and a low level of trainees’ functional involvement (activity dimension) predicts company change. Additionally, we confirm the previously found significant associations of activity and professional factors, particularly the cooperation between learning venues (school and training company) and the alignment between training and the desired occupation. The desired occupation predicts dropout intentions in the upward and horizontal direction (occupational change), and a low level of learning venue cooperation predicts the upward, horizontal (company change), and downward directions. To mitigate dropout rates, we recommend that vocational education and training stakeholders adopt preventive strategies by targeting specific directions of dropout intentions and the factors associated with the six dimensions of dropout reasons.

A Scoping Study on AI Affordances in Early Childhood Education: Mapping the Global Landscape, Identifying Research Gaps, and Charting Future Research Directions

Artificial intelligence (AI), manifested in the forms of technologies, systems, tools, and applications, has advanced rapidly, especially in recent years. It has permeated many aspects of human behavior and nearly all sectors of society, such as healthcare and education. In the context of early childhood education (ECE), AI has afforded valuable opportunities that directly and indirectly enhance children’s learning and development. While there are already two existing reviews of the literature on AI in ECE, they show either a lack of descriptive information concerning selected studies or inconsistencies between inclusion/exclusion criteria and selected studies, thereby raising concerns about their rigor. Representing a more methodologically rigorous effort and a significant contribution to the field of AI in ECE, this scoping study aimed to achieve three main goals: (1) “mapping” the global landscape of the current extent, range, and nature of relevant studies on the affordances of AI for use in ECE, (2) identifying potential research gaps, and (3) charting future research directions. Specifically, it addressed this overarching research question: What is the global landscape of the current state of knowledge concerning the affordances of AI for use in ECE? Specifically, the state of knowledge here refers to three aspects: (1) extent, (2) range, and (3) nature. First, regarding the extent aspect, the empirical knowledge was derived from 18 research articles in 11 countries and 16 peer-reviewed academic journals between 2005 and 2023, with 14 of these articles published in the past four years (2020–2023). Second, with respect to the range of study populations, it covered 15,081 children in early childhood (ages 2 to 8 years) across these 11 countries. Third, thematic analysis of these studies revealed four areas of AI affordances: (1) AI as tangible and intangible tools for interactive learning and information retrieval, (2) AI as technology for predicting/classifying children’s conditions, (3) AI as the object for learning by adapting to and personalizing children’s learning, and (4) AI as the subject for children's learning about it. Based on these findings, this scoping review identified three research gaps for future studies: (1) interviewing and/or surveying education stakeholders (parents, educators, policymakers) to explore the affordances of appropriate AI for use with, by, and for children bearing ethical considerations; (2) conducting group comparisons to investigate contextual factors contributing to the “AI divide” among children from different socioeconomic backgrounds; and (3) comparing sociocultural influences on AI use in ECE across cultures.

Impact of Fee Free Education on Teaching Resources for Students with Special Needs in Public Primary Schools in Bukoba Municipality, Tanzania

This study sought to assess impact of fee free education on teaching resources for students with Special needsin special public primary schools in Bukoba municipality, Tanzania. Pragmatic paradigm was employed. Moreover, a mixed-methods approach was used supported by a convergent parallel design. A sample of 50 respondents (3 HTs and 47 normal teachers) was drawn using purposive and simple random sampling techniques from a population of 56 respondents. Questionnaires, observation, documentary reviews and interview were used to collect data. Descriptive statistics for quantitative data and thematic analysis for qualitative data were used as data analysis tools. The study found that, trained and specialised teachers for students with Special needs are inadequate. In regard to the state of instructional resources, findings show that, taped text books and computers with extended keyboards are available while overhead projectors and acoustic rooms were lacking. Concerning strategies adopted by the administration to encounter challenges in special schools, findings indicate that, the school administration involves various education stakeholders in strategic planning of school activities and in decision-making process, and establishes school generating projects. Based on the findings this paper recommends that, the local government authorities should maximise adequate instructional resources and specialised teachers. It is concluded that, trained and specialised teachers and instructional materials for students with Special needsare inadequate. Involvement of various education stakeholders in order to encounter challenges pertaining to these schools should be enhanced.

Bringing Theory Into Action: Justice‐Oriented Practices for the Classroom

ABSTRACTLike other postsecondary educators, community college faculty face challenges from conservative politicians seeking to eliminate equity perspectives in college teaching and educational stakeholders who overapply the label of equity, rendering it devoid of meaning. Through a content analysis of literacy class‐focused equity practices from recent works we ground recommended practices in the larger body of community college and university literacy scholarship. In so doing, we seek to amplify practitioner‐scholar expertise and present four stages of an equity‐to‐justice praxis; awakening, making informed policy and practice changes, enacting culturally sustaining and responsive pedagogy. We offer concrete strategies for action and ultimately to reconceptualize the work of community colleges as liberation.

An inventory of 21st Century Digital Tools in One District of the Ashanti Region of Ghana: Implications for Educational Stakeholders

An inventory of 21st Century Digital Tools in One District of the Ashanti Region of Ghana: Implications for Educational Stakeholders

Insights into University Composite Rankings from Explainable AI Counterfactuals

University Rankings exert considerable influence in higher-education decision-making. Yet, as an artifact of their construction, rankings are largely unhelpful in conveying practical strategic insights to university administrators intent on improving their college’s rank. Machine learning tools such as interpretable machine learning (IML) and explainable artificial intelligence (XAI), taking aim at piercing obscure, black-box algorithms have gained a lot of interest recently. However, there appear to be few deployments of their use in appraising University rankings. In this work, using data representing QS Rankings data of USA MBA programs we show how counterfactual XAI can support proactive responses by educational stakeholders to Rankings outcomes. Explaining individual predictions opens great opportunities for intervention and strategizing. The method is applicable to any extant rankings.

Exploring Playful Hybrid Teaching Practices in Higher Education

The Playful Hybrid Higher Education project [https://playhybrid.education/], based in the School of Architecture, Planning and Landscape at the University of Calgary (Canada) and funded by the Imagination Lab Foundation, explores how play and creativity can be integrated into hybrid classrooms, particularly in response to the shift to blended learning during COVID-19. Through interviews and surveys with Canadian higher education stakeholders, the project aims to provide urgently needed best practice guidance to enhance staff competency and improve student outcomes. This paper presents the preliminary outcomes of the project, with a specific focus on (re)imagining a creative blended university that fosters student success. By sharing initial findings, the paper offers inspiration on how playful and creative approaches can enrich the hybrid learning experience, ultimately contributing to a more engaging and effective higher education environment.

Curriculum Transformation in South African Tertiary Institutions: Current Research on Narratives of Change

Curriculum transformation initiatives, with specific reference to the South African context, is increasingly applied in the reflection of societal changes on teaching and learning, content, and pedagogy. However, currently limited research on the presiding narratives of change and their potential impact on practices, policy, and curricula hampers tertiary education stakeholders' ability to fully evaluate and drive effective curriculum transformation. Accordingly, this study aims to provide a comprehensive overview of existing research on narratives of change in South African tertiary education, with objectives that include identifying said narratives, analysing research trends, and highlighting interventions for stakeholders to consider in curricula transformation efforts. The research methodology comprises of a bibliometric and qualitative review. The former utilises “curriculum transformation”, “South Africa”, and “higher”/”tertiary” as source concepts to identify applicable publications on the SCOPUS database, which are subsequently analysed using the VOSviewer (version 1.6.20) software. The qualitative review includes an analysis of the content of the papers in line with the narratives of change identified in the network and overlay visualisations. Through these analyses, four narratives of change are identified in the bibliometric analysis, including decolonisation, e-learning, inclusive curricula, and diversity. Key interventions for curriculum transformation include integrating African perspectives, promoting inclusive teaching practices, and leveraging Information Communication Technology (ICT) for effective e-learning. Additionally, flexible teaching methods, multilingualism, industry partnerships, and the inclusion of African knowledge systems and gender-sensitive content are essential for fostering a diverse and supportive educational environment. The contribution of this paper is centred on enabling more effective and comprehensive evaluation and analysis of existing curricula by education stakeholders and institutions, and to guide successful curriculum transformation initiatives.

Evaluation of the Obstacles Encountered by South African International Students in Tertiary Educational Institutions

The South African higher education system has seen a gradual rise in the number of international students, mainly from African countries but not exclusively confined to other nations. Although the number of international students has significantly risen in recent decades, there is less knowledge about the obstacles they face and the potential effect of these issues on them. This research aims to comprehensively evaluate the difficulties encountered by international students at higher education institutions, providing insight into the complex obstacles that affect their academic, social, and cultural assimilation. The study utilizes a qualitative approach, incorporating a questionnaire as the research design to collect perspectives from international students. The findings indicate that communication, finances, environment, access to resources, and administration are factors that contribute to the obstacles encountered by international students. This highlights the necessity for specific support mechanisms and policy adjustments to improve the overall educational experience for this expanding demographic. The results of this assessment provide important insights for educational institutions, governments, and stakeholders that want to promote inclusive and supportive settings that facilitate the achievement and well-being of international students in higher education.

A Phenomenological Reflection on the Concept of Inclusion as Employed in the Kenyan Education Landscape: Anecdotal Accounts of Inclusionary Exclusion

The role of education in any given society cannot be overemphasized enough. Granted, evaluation of such roles is based on the assumption that all citizens will access and participate in specific educational experiences as provided for by the said societies. This implies inclusion, a concept that remains protracted owing to its subjective interpretation by various actors. Indeed, this paper views the problem partly as a conceptual issue which can be resolved upon unequivocal clarification of the concept, followed by deliberate sensitization of the relevant stakeholders. So what is inclusion, and to what extent do education stakeholders share in the understanding? According to the disability theory, inclusion majorly involves special needs learners. This conception drifts focus from what should actually be the case: schools for all. The current paper critiques such conceptions, providing illustrations of how they eventually mislead teachers into exclusionary practices albeit subconsciously. In this perspective article, teachers’ and learners’ views on inclusion were mined through the sentiment analysis method where the views were gathered from social media, specifically from a popular Facebook page, and synthesized accordingly. In the final analysis, it emerged that education access was mistaken for participation, leading to situations where teachers inadvertently excluded normal learners at various levels, imagining that their being in school alone was testimony of inclusion. The resulting situation is herein referred to operationally as inclusionary exclusion. This paper recommends, as a first step, the inclusion of knowledge and skills on both inclusive and exclusive practices in teacher education programmes so that education practitioners act consciously. It is instructive that no goal of education is achieved in the absence of inclusive practices, hence, there is a need for a review of how education practitioners and policymakers conceptualize inclusion

Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students

In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills

Reimagining quality education for pastoralists through Maasai elders’ eyes in Monduli, Tanzania

Purpose While extensive research exists on education practices among Maasai pastoralists, this study fills a gap in understanding their specific perspectives on what constitutes “quality education” for their community. This study aims to uncover how Maasai elders define quality education based on the capabilities and functionings they value. Design/methodology/approach The study used a glocalised research design informed by Sen’s capabilities approach to guide data collection, analysis and interpretation. Data were primarily gathered through in-depth interviews with two local chiefs, two firestick patrons and eight male and ten female elders in Monduli. Findings The results illuminate the Maasai’s endorsement of education for self-improvement, cultural preservation, self-reliance and community service as essential components of quality education. These findings highlight the need for integrating these education-related capabilities into school curricula to enhance the Maasai community’s well-being and empowerment. The study also underscores the pivotal role of enkigúɛ́na as a Maa concept for facilitating constructive dialogue between Indigenous and Western knowledge, enabling meaningful engagement between the Maasai and educational stakeholders, and fostering internal discussions on the essence of quality education. The study concludes with implications for theory, policy, practice and further research. Originality/value This paper offers a unique exploration of Maasai elders’ views on what constitutes “quality education” within their society. It also examines how the Maa term enkigúɛ́na (meeting) can act as an effective conduit for realising such educational aspirations.

Post occupancy evaluation of the relocatable modular construction method for temporary educational facilities

PurposeThis study aims to evaluate user satisfaction and perceptions of the relocatable modular school (RMS) system in South Korea. It seeks to identify key factors for improvement to enhance the performance of this innovative construction method, particularly in the temporary educational sector.Design/methodology/approachA comprehensive post occupancy evaluation (POE) was conducted, considering functional spaces, aesthetics, indoor environmental quality and technical aspects. This study also includes a comparative analysis with conventional school buildings to provide insights into the efficiency and potential of RMS.FindingsRelocatable modular schools can achieve the equivalent quality of building performance and user satisfaction as those built using traditional construction methods. The satisfaction performance of both methods falls within the “satisfied” level, with mean scores ranging from 3.35 to 3.90. Notably, when compared to ES, RMS exhibits a marginally lower satisfaction level in functional performance but a higher satisfaction level in the areas of aesthetics, IEQ and technical performance. Key factors identified for enhancement include optimizing classroom shape, balancing the window-to-wall ratio, enhancing natural ventilation and addressing floor noise and vibration concerns.Originality/valueThis research is pioneering in evaluating user satisfaction and perceptions of RMS in South Korea, a relatively unexplored area. By taking a holistic approach and incorporating comparative analysis with traditional school buildings, the study provides valuable insights into the practical application and potential of modular construction in educational facilities. The results contribute significantly to the advancement of high-performance modular educational buildings, informing practitioners and stakeholders of user demands and guiding future developments in the field.