Education Stakeholders Research Articles

Twelve tips for developing healthcare learners’ uncertainty tolerance

Background Uncertainty is pervasive throughout healthcare practice. Uncertainty tolerance (i.e. adaptively responding to perceived uncertainty) is considered to benefit practitioner wellbeing, encourage person-centred care, and support judicious healthcare resource utilisation. Accordingly, uncertainty tolerance development is increasingly referenced within training frameworks. Practical approaches to support healthcare learners’ uncertainty tolerance development, however, are lacking. Aims Drawing on findings across the literature, and the authors’ educational experiences, twelve tips for promoting healthcare learners’ uncertainty tolerance were developed. Results Tips are divided into 1. Tips for Learners, 2. Tips for Educators and Supervisors, and 3. Tips for Healthcare Education Institutions and Systems. Each tip summarises relevant research findings, alongside applications to educational practice. Conclusions Approaches to developing uncertainty tolerance balance factors supporting learners through uncertain experiences, with introducing challenges for learners to further develop uncertainty tolerance. These tips can reassure healthcare education stakeholders that developing learner uncertainty tolerance, alongside core knowledge, is achievable.

Exploring Higher Education Mobility through the Lens of Academic Tourism: Portugal as a Study Case

This study seeks to expand the understanding of international academic tourism by revisiting concepts and their associations with the internationalisation of higher education and analysing the implications of the COVID-19 pandemic. This research takes Portugal as a study case, drawing on secondary data. From a theoretical standpoint, this work makes a significant contribution to addressing persistent conceptual ambiguities. In managerial terms, the findings hold significance for advancing Portugal as an academic tourism destination and raising awareness among tourism and educational stakeholders about the relevance and competitive advantages of international academic tourism. Finally, we reflect upon the pandemic effects and potential repercussions of future challenges on international academic tourism globally.

Provosts’ Quality Assurance Strategies and Lecturers’ Job Performance in Colleges of Education in Kwara State, Nigeria

The continuous decline in lecturer performance, especially at Colleges of Education, has raised significant concern among education stakeholders. This research aims to analyze the relationship between the chancellor's quality assurance strategy and the work performance of lecturers in universities of education. This research uses a descriptive survey with a correlational type. The research sample consisted of 285 lecturers. A proportional random sampling technique was used to select the number of respondents. The instrument for data collection is the Chancellor's Quality Assurance Strategy and Lecturer Work Performance Questionnaire (PQASLJPQ). The questionnaire was divided into three sections: section A for demographic data collection; Part B contains matters regarding the chancellor's quality assurance strategy; and Part C has items regarding lecturer work performance on a modified 4-point Likert rating scale. The data collected was analyzed using the mean rating to answer the research questions. Pearson Product Moment Correlation (PPMC) was used to test the research hypothesis at a significance level 0.05. The research results show a significant relationship between the chancellor's quality assurance strategy and lecturers' work performance. This study shows adequate supervision, staff development programs, and stress management can improve teacher performance and school effectiveness. It is recommended that the rector maintain a high professional spirit and moral standards to effectively implement quality assurance strategies and maintain favorable working conditions for lecturers.

Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes

PurposeThis study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.Design/methodology/approachA systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).FindingsThe study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.Originality/valueThe study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

Exploring the acceptance of geriatric dentistry programming for undergraduate dental students through stakeholder interviews.

Older adults frequently report unmet oral healthcare needs. Current research suggests a lack of provider willingness to perform geriatric dental care plays a role in limiting older adults' access to dental services. To better understand the acceptance of geriatric dentistry programming in Ontario, and to explore considerations for successful implementation, we completed consultations with dental students and dental education stakeholders. Findings from a scoping review we conducted previously (Alicia C. Brandt and Cecilia S. Dong) were used to guide this research. Consultations involved a questionnaire and semi-structured individual interviews. Descriptive and parametric statistics such as Pearson's bivariate correlation and One-way analysis of variance were completed on questionnaire data using SPSS V.28. Interview data were transcribed verbatim, and the content was analyzed using emergent coding and thematic analysis in NVivo. Student and faculty data were analyzed separately and then consolidated. Ten students and 12 dental faculty members completed the questionnaire of which ten students and nine faculty members also participated in interviews. Themes were organized into barriers and facilitators, with a subsection on interprofessional collaboration. Barriers included: 1. Student anxiety and skill level; 2. Constraints of the learning environment; 3. Patient factors; and 4. Knowledge gaps. Facilitators included: 1. Learning environment and culture; 2. Volume of exposure; 3. Soft skills; and 4. Desired interventions. Both students and faculty stakeholders demonstrated acceptance of geriatric dentistry programming at the undergraduate dentistry level that supports improved access to care for this population. Pilot programs integrating different intervention elements which were viewed as most promising would be beneficial.

Examining Digital Divide in Secondary and Primary Education Online Content Users Based in Tanzania

This paper determined the digital divide among secondary and primary education online platforms in Tanzania. The study addressed three key aspects: first, it determined the contribution of facilitating conditions in the digital divide among secondary and primary school learners. Secondly, it determined how the quality of existing secondary and primary education digital platforms defines the current status of the digital divide. Lastly, the study provides steps to be taken by stakeholders of education in addressing the digital divide in the context of secondary and primary education. The study used the qualitative approach. First, it used government reports and other organisational publications to obtain statistical information on facilitating conditions for educational digital services. Secondly, it studied 302 online reviews by users of seven (7) digital platforms for secondary and primary education contents in Tanzania. In the first set of results facilitating conditions such as ownership of smartphones, computers, Televisions, and access to the Internet still contribute to the digital divide among users of secondary and primary education platforms. In the second set of reviews, the study observed the following nature of reviews submitted by users to studied online platforms. The first category had a positive view of digital platforms. This is a positive view submitted to the platform on its usefulness. In all platforms, users were of the view that the platforms were useful. Another category was that of poor technical quality. This view reflects the perception of viewers that the quality of the accessed platform was poor. In this category, users were more uncomfortable with the inability of the platform to launch appropriately. The third category was about the quality of the contents. In all platforms, users suggested that the contents were inadequate. With the guidance of policies, all stakeholders need to engage together in addressing observed issues of the digital divide.

Teacher Attitudes and Perceptions of Inclusive Education: A Case of Ghana

Abstract The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants’ level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

Abstract NS9: Nurse-Led Quality Improvement Initiative: Advancing Stroke Awareness in Communities Experiencing Racial and Ethnic Disparities

Background and Purpose: As a Joint Commission Comprehensive Stroke Center, the provision of community education is a priority goal of our program. The majority of our existing community education program takes place in locations where we receive requests to provide these sessions. Analysis of our Get With the Guidelines (GWTG) data reveals gaps in early arrival to the hospital and Emergency Medical Service (EMS) utilization among African American and Hispanic populations. Providing educational resources within these populations may help to close these gaps and foster trust in the healthcare system. The aim of this proposed nurse-led quality improvement project is to improve hospital arrival times of African American and Hispanic stroke patients living in zip codes where GWTG data have identified gaps, through provision of targeted community education. Methods: The top zip codes associated with our target outcomes for improvement will be identified using GWTG pre-data from 2022 and 2023. We will partner with our Community Outreach department. We will identify educational venues and stakeholders among African American and Hispanic populations in these zip codes. We will provide education tailored to our identified populations including early recognition of stroke signs and symptoms, activation of EMS, stroke risk factors, and opportunities for treatment. Post implementation, GWTG data will be reviewed for any changes. Results: Using GWTG data, arrival mode, last known well time, and symptom discovery time to Emergency Department arrival as it pertains to zip codes, race and ethnicity will be reviewed and analyzed. The target zip codes’ data will be compared pre- versus post-implementation of community education efforts. Discussion: Through community education and partnership with the Community Outreach department we hope to improve timeliness of arrival to hospital among disproportionately affected racial minorities in our community for early stroke evaluation and treatment consideration.

Wildest dreams: NIL experts make predictions for 2024

Looking back, 2023 proved to be yet another important year for the landscape of college sports and name, image, and likeness. As we look ahead to 2024, it's imperative for higher education stakeholders to consider how the landscape will evolve further. Here, we delve into the future of NIL in 2024 and offer some predictions and insights that could define this year of college sports.

Searching for Performance Accountability in Higher Education: A Case Study

Accountability is vital in ensuring universities to provide top-notch education to their stakeholders in higher education. Therefore, it is imperative to examine how universities can achieve intended performance accountability. The study analyzes the performance accountability of higher education, considering core, essential, and supporting components to meet stakeholder expectations. Based on the case study design, the data were collected through semi-structured interviews with stakeholders and secondary sources. The study sample was selected through the purposive sampling method, i.e., the University Authority, the Campus chief, three chairpersons of the subject committee, the president of the Professor Union Unit, the Coordinator of the Self-Evaluation Committee, and four faculties. After analyzing the data, it has been concluded that in order to achieve performance accountability in higher education, it is essential to manage the learning process effectively, have a strategic implementation plan, prioritize leadership, and adhere to accountability processes. These crucial elements are key to creating a successful learning environment, improving the quality of education, and ensuring accountability in the higher education sector. I claimed that the seed capital model is developed to enhance quality education by increasing higher education performance accountability. The study findings can help University officials and faculties improve education quality and policy formulation. Additionally, this study contributes to the existing literature on the institutional process and achieving accountability in all components of higher education.

Economics and Education Financing: Literature Review

This research analyzes the basic concept of education financing and how it impacts on improving the quality of education. This research uses book research methods. As education managers and stakeholders, the government and society have made various strategic efforts to achieve this. National education standards are one of the government's tasks. One of the eight national standards set by the National Education System Law Number 20 of 2003 is financing standards. Education financing is an important part of education management. Public awareness to bear the costs of education will essentially give the community the strength to be responsible for the provision of education. Implementation of PP no. 19 of 2005 has implications for the need to develop financing standards which include standardization of education cost components which include operational costs, investment costs and personal costs. In accordance with the amended 1945 Constitution, the Indonesian State has given the government a mandate to set the education budget at 20 percent of the state budget as stated in Article 31 Paragraph 4.

School Safety and Mental Health Awareness: Recommendations from K-12 Texas Public School Teachers.

Mass school shootings have created fear in the American public. The results of this fear have been the hardening of schools, lockdowns, and active shooter drills, yet the mass shootings have not ended. The goal of this study was to analyze the mental health awareness of K-12 public schools teachers in Texas with a goal to identify the connections between mental health awareness and school safety. Data were used from an archival database of K-12 teacher responses in the 2020 Texas Educators' Needs Assessment Regarding School Safety and Victims Services to assess the current state of student mental health concerns and the connection of these concerns to school safety. This needs assessment included one mixed methods survey that was collected from Texas K-12 educators and Texas educators working in higher education in 2020. The original study included 25,161 usable responses (6.1%). For the purpose of this study, only K-12 teacher responses were used in the analysis. The K-12 teacher participants (n = 19,888) included the following institutional levels: (a) special setting, 2,919 (14.7%); (b) elementary school, 6,813 (34.3%); (c) middle/intermediate school, 4,189 (21.1%); (d) high school, 5,864 (29.5%); and (e) district level, 103 (0.5%). A total of 8,053 participant's qualitative responses and 10 of the original quantitative survey questions from the archival data were used to identify all findings in the study. Collected qualitative and quantitative participant responses' outlined a need to improve student mental health by strengthening the focus on supporting all stakeholders (e.g., teachers, parents, counselors, and students) in mental health awareness and education. Participant comments focused on the lack of training, counselor support, and community support regarding the mental health needs of their students. Recommendations to improve student mental health that were developed from this study identified key goals in school counselor role and responsibility to student mental health, increased involvement of community agencies, and improvement to in-school mental health counseling. Final recommendations of this study were focused on the need to improve student mental health if stakeholders want to develop a positive school environment. The failure to build an environment that is focused on student mental health will continue to affect the goal to improve overall school safety.

Applauding or Criticising the Announcement of the Best School and Student in the National Examination: Which Way to Go?

On 29th January 2023, the National Examination Council of Tanzania (NECTA) stopped announcing the best-performing schools and students. The announcement drew mixed reactions (some applauding or criticising) among education stakeholders. Using a descriptive survey design, this quantitative study specifically identified reasons for the applause or criticism; compared statistically the identified reasons; and the private and public education stakeholders on the announcement. The questionnaires were used to collect data from 500 stakeholders who were selected through a multi-stage sampling technique in Arusha, Dar es Salaam, Mwanza, Mbeya, and Dodoma cities. The collected data were analysed using Descriptive Statistics and Independent t-tests. The findings indicate that, the applauding reasons include different study environments; no longer motivation for studying, improved understanding and restoring original logic of schooling. Other reasons are the announcement served no good purpose; the announcement marketed the schools; and it was not fair to compare schools using the British and NECTA systems. Contrarily, the criticism reasons are the Government escapism from under-investment in public schools; denying of information to education researchers; suppressing information and putting society in the dark; removing the incentives for students; cause unforeseen consequences; leader’s in-charge subjectivity/selfishness move and the Council ignores the foundational reason for the announcement. Furthermore, there is a very minimal statistically significant difference between the reasons for applauding (M=3.611, SD=.825) and the reasons for criticising (M=3.645, SD=.829) the announcement. The t-test results portrayed no statistically significant difference between the private and public education stakeholders on the announcement. Therefore, none is more powerful than the other between the applause and criticism of the announcement. The private and public education stakeholders should look for an alternative approach to improving results in the national examinations than depending on the announcement of the best schools and students.

Integrating Learning Management System and Digital Library for Students’ Assessment

Information and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills.

THE RELATIONSHIP BETWEEN PLANNING IN USE AND STUDENTS’ PERFORMANCE IN RURAL SECONDARY SCHOOLS IN SERERE DISTRICT.

Background This study aims to examine the relationship between planning in USE and students’ performance in rural secondary schools in the Serere district. Methodology The research was conducted using both quantitative and qualitative approaches using Survey, Correlation, and Case study as Research Designs. Data was collected using Questionnaires Interviews and records targeting BOG and PTA Members, Teachers, and Head teachers as respondents from a sample size of 164 in Serere District USE schools. Data was analyzed using the Statistical Package for Social Scientists where conclusions were drawn from tables and figures from the Package. Results Of the respondents 103 were males and 72 were females. It can be seen the low participation of females was because the number of educated female teachers employed for teaching in secondary schools located in rural areas (Serere district) is low. From the study findings, the majority do agree that planning was vital for the rural schools but rash to say that all the activities are done at the ministry rather than at school levels. The school management Plans its activities under given guidelines, they are funded, and then implementation is done. Conclusion From the results attained, it is evident that the planning of USE Influences students’ performance in rural secondary schools in Serere district. USE Schools whose planning is done by the ministry and more generalized as opposed to those schools that are planned for by the administrators and managers who implement policies perform poorly than those that had an established local planning unit or committee. This was possible because they planned for their scarce resources and got the best out of it. Recommendations Serere district council, parents, and other educational stakeholders should put forward strategies for constructing laboratories and combating the shortage of well-stocked libraries in district secondary schools.

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

A STUDY ON EXAMINING THE PRIORITIES TO DETERMINE MANAGEMENT INSTITUTE BY USING STRUCTURAL EQUATION MODELING (SEM) APPROACH

This study explores higher education selection methods and the factors that most affect prospective students. In total data collected from 432 respondents. SEM using Partial Least Squares is used in this investigation. This sentence clarifies variable connections. Service and governance qualities affect educational institution choosing. Statistics show that the above factors influence decision- making the most. The school provides facilities, academic support, extracurricular, and career advice. An organization's foundation, regulations, and monitoring are called "governance". The report recommends excellent services and good administration to attract and retain students. This study uses Structural Equation Modeling-Partial Least Squares (SEM-PLS) to examine higher education institution selection variables. The findings of this study help educational policymakers, administrators, and stakeholders make educated decisions about resource allocation, strategy, and institution improvement. Research is needed to understand how services and governance affect student decision-making. SEM and PLS are used to identify and assess institutions in this study. Services and governance impact college selection. This research might improve higher education governance and selection.

Review of Digital Literacy for Educational Advancement

Digital Literacy has a strategic role in advancing education. This research aims to conduct a review of Digital Literacy for Educational Progress. This research uses qualitative methods. The approach to this research uses descriptive and literature studies. Data was obtained from reference literature on the open-access platform. This research shows that Digital Literacy plays a vital role in educational progress. The government and education stakeholders need to pay attention to digital literacy, which is beneficial for educational progress.

Double trouble: the legacy of COVID-19 for early-career teachers and their pupils in wales

ABSTRACT This paper highlights the potential double trouble of early-career teachers, who were negatively impacted by a disrupted Initial Teacher Education (ITE) and/or induction period, being charged with supporting pupil cohorts whose learning was also uniquely impacted by the COVID-19 pandemic. Data were collected from interviews (n = 40) and an online survey (n = 465) with initial teacher education (ITE) stakeholders (school and HEI-based) from across Wales. The data illuminated how ITE students’ experiences of practice were profoundly impacted as schools responded to the constantly changing learning and teaching context. Concerns articulated portray an uncomfortable picture with extensive and multifaceted inequalities identified in terms of both pupils’ and student teachers’ experiences - with vulnerable learners in both groups reported to be the most impacted. This paper highlights the likely legacy of the pandemic on the ongoing development of both pupils’ and student teachers’ (now early-career professionals) and the double trouble this may present. We suggest that there is an ongoing need to further support the professional formation of these early-career teachers impacted by the pandemic in a sustained and individually tailored way. This will be particularly important in equipping them to support the complex needs of the multiple COVID-19 impacted cohorts they will continue to teach.

The Perceived Value of Chatbot Support in Enhancing College Student Self-Efficacy

In the ever-evolving educational landscape, the integration of technology is pivotal for shaping college students' learning experiences. Artificial Intelligence (AI)--powered chatbots stand out as versatile virtual assistants, providing personalized support. This research delves into the intricate relationship between college students and chatbot support, exploring its nuanced impact on self-efficacy at Opol Community College. The study is grounded in Bandura's self-efficacy theory, the study employs a descriptive-causal design with purposive sampling, encompassing 304 participants. Demographic analysis unveils a diverse respondent population, forming the basis for nuanced interpretations of subsequent findings. While chatbot support receives positive acknowledgment, revealing strengths in interaction and query resolution, areas for improvement in academic support usage are identified. Moreover, in-depth self-efficacy analyses across domains showcase positive beliefs, offering a comprehensive understanding with targeted areas for enhancement. Grouped analysis based on technology use demonstrates students' overall confidence in adapting to new technology, coupled with specific items earmarked for improvement. Regression analysis emphasizes the statistically significant impact of chatbot support on self-efficacy, highlighting the transformative potential of these AI-driven tools. The study concluded that useful information for schools and developers on how to improve chatbot features, address concerns, and increase students' confidence in specific subjects ultimately creating a better educational environment. Recommendations emanating from these findings provide actionable insights for educational stakeholders. Institutions and developers are urged to refine chatbot features, addressing identified weaknesses in academic support usage. Additionally, interventions should focus on enhancing specific self-efficacy domains flagged for improvement. This study contributes valuable insights to the discourse on technology integration in education, guiding institutions and developers to tailor interventions that positively shape college students' self-efficacy and learning experiences.