Education Research Articles

“When Father Christmas Is the Gaslighter”

The article is written with, by, and for (m)others whose children have been labelled as having “special educational needs” (SEN). The term (m)others is used to pay attention to the continued impact of the gendered nature of care for (disabled) children at the level of the individual, but also to recognize gender as a social construct, and the many ways of being a (m)other (Anderson). The broad aim is to explore the ways in which special education systems across the global North construct (m)others of disabled children as “mad.” This discussion is timely given the high levels of conflict between parents/carers and global North special education systems in contemporary times. The article explores “madness” as a mechanism of social control produced in special education systems by paying close attention to “intimate encounters” between (m)others and practitioners that occur day-to-day in (special) education settings. The developing analysis is shaped by the concept of “gaslighting,” which offers a useful framework both for understanding deeply affecting and effecting “intimate encounters” between (m)others and practitioners, and for exposing the operations of power in special education systems. The conclusion reflects on what new understandings of (m)others’ madness have been revealed and how they have the potential to (re)shape practice.

THE ROLE OF DIGITAL TECHNOLOGIES IN PREPARING STUDENTS FOR PEDAGOGICAL ACTIVITY

This article provides brief information about digital technology, the use of digital technology in education, the role of digital technology in education, the results of its use, the tools of the digital technology education system, and the advantages of digital technology.

Effects of COVID-19 on Food Supply: A Systematic Review

Abstract: The COVID-19 outbreak has had a significant influence on several critical industries, including agriculture, education, and the economy. This essay investigates these processes, with a focus on agriculture, where the repercussions have been particularly harsh for poor groups dealing with unpredictable food supplies and food safety. Along with a critical examination of the shift to digital education systems, the report highlights the major obstacles that lie ahead for regions lacking adequate digital infrastructure and digital literacy. There have been notable disruptions in the economy as well. Manufacturing, the financial markets, and tourism have all seen major downturns. The study emphasizes the crucial part that following safety measures and boosting immunization campaigns play in mitigating these negative consequences while supporting economic recovery. Also, new technical solutions have emerged throughout this time. The application of drone technology to contactless food delivery is a notable illustration of how creativity can overcome the challenges posed by the pandemic. Finally, the report recommends the development of specific and rigorous methods to strengthen recovery efforts in these critical areas.

METHODOLOGICAL SUPPORT FOR PEDAGOGICAL DESIGN OF CYBERSOCIALIZATION OF STUDENTS BASED ON BLENDED EDUCATION

In the 21st century, with the rapid development of science and technology, approaches to pedagogy have changed significantly. New teaching methods such as distance learning (DL), online learning (OL) and blended learning (BL) have come into focus. In recent years, blended learning (BM) has become increasingly popular as a new pedagogical approach, including in Uzbekistan, where its application is gradually increasing in universities. This study analyzes students' perceptions of blended learning, its benefits and challenges in the context of higher education in Uzbekistan. The results, based on questionnaires and semi-structured interviews, showed that students have a positive attitude towards BM, especially those who combine studies with family and work responsibilities. The main challenge remains access to the Internet, however, students were able to successfully utilize the benefits of both face-to-face (F2F) and online learning. The study also highlights the need for further study on the application of blended learning in the higher education system of Uzbekistan for its successful implementation and understanding.

Supporting students’ transition from college to university: Staff perspectives on developing a coherent tertiary system in Scotland

Scottish policy, funding, and quality systems have been tasked to provide “a more coherent and streamlined tertiary education system from the student perspective that delivers the best learning experience for students” (Scottish Funding Council, n.d.). This paper helps to inform this process, by presenting the findings from the second stage of Quality Assurance Agency Enhancement Theme project: Mind the Gap? College Students’ Experience of University. This stage investigated the perspectives of staff who support students making the transition from college to university. While there is a relatively broad literature covering the student perspective of this transition, the staff perspective is less well understood. This paper uses the themes developed from the first stage of the project – a qualitative research synthesis on the lived experiences of students (Robertson & Cunningham, 2023) – to investigate staff perceptions of this transition. These themes considered are: (1) the responsibility for enabling effective transition; (2) the extent to which alignment between colleges and universities is achievable or, indeed, desirable; and (3) the extent to which college to university transitions genuinely widen participation. This paper reports the findings from a series of focus groups with university academic staff, university student support staff, and college academic staff from three institutions (two universities and one college). Using theoretical thematic analysis, the paper considers how sectoral, academic, identity and social, and logistical factors affect, or are identified in, the practice of the participants and what this means for the development of policy and practice around a ‘coherent tertiary model’.

A Systematic Literature Review of Synchronous E-Learning Challenges in Higher Education Institutions in Developing Nations during the COVID-19 Pandemic

Abstract Introduction: The COVID-19 pandemic has accelerated the transition to online learning, with synchronous e-learning becoming a critical modality in higher education institutions (HEIs) worldwide. This shift, while ensuring educational continuity, has unveiled numerous challenges, especially in developing nations where resources and infrastructure may not adequately support such a rapid transition. Purpose: This study aims to provide a systematic literature review of the challenges encountered by students in developing nations during the implementation of synchronous e-learning amid the COVID-19 pandemic. It focuses on identifying and analysing technological, pedagogical, infrastructural, socioeconomic, and health-related challenges that have impacted the efficacy of online learning. Methods: Through a systematic literature review of 43 peer-reviewed studies conducted in developing nations, dated between 2020 and 2022 sourced from the SCOPUS database, this article synthesises findings on the multifaceted challenges faced by HEIs students during the COVID-19 pandemic. The study employs a thematic analysis approach to categorise these challenges and discuss their implications for educational equity, student well-being, and the resilience of higher education systems in developing countries. Conclusions: The study underscores the need for comprehensive strategies to address the identified challenges, emphasising the importance of infrastructural improvements, pedagogical support, socioeconomic interventions, and health-focused measures. It calls for a collaborative effort among educational institutions, governments, and international organisations to enhance the resilience and inclusivity of e-learning environments, ensuring equitable access to quality education in developing nations during and beyond the pandemic.

Investigating the Implementation of English as the Medium of Instruction Policy at the Lower Primary Level: A Case of Nyabihu District in Rwanda

This study investigated the implementation and effectiveness of the English as the Medium of Instruction (EMI) policy in Rwanda's lower primary education system, specifically from primary one to primary three. The introduction provides a context for Rwanda's language-in-education policy, which mandates English as the primary instructional language. The study aimed to assess whether this policy is followed in practice and to identify challenges and pedagogical practices associated with its implementation. The theoretical framework was based on Krashen's comprehensible input hypothesis, emphasizing the importance of using the target language in classroom interactions to aid language acquisition. The research design adopted was a qualitative case study focusing on Nyabihu District, involving a study population of lower primary school teachers and students. Purposive sampling was the method employed in order to use a small population to gain a thorough understanding of the case. Teachers with at least two years of experience in the classroom were used in the study. The researcher needed teachers who were familiar with the language policy of instruction in Rwandan schools and had firsthand experience with the phenomenon, so this was necessary. The study involved 75 participants in total, including 25 teachers and 50 students or pupils. Data were collected through classroom observations, interviews, and analysis of policy documents. Data analysis revealed a significant gap between the theoretical policy and actual classroom practices. Despite the policy, teachers frequently used both Kinyarwanda (L1) and English (L2) in their instruction due to students' limited English proficiency. The study identified several challenges, including lack of policy enforcement, the monolingual nature of classrooms, and teachers' preference for using the Rwandan language. Common pedagogical practices included safe talk, code-switching, simultaneous use of both languages, and translation. Key findings indicated that the EMI policy is not strictly adhered to in practice, and several factors hinder its effective implementation. The study recommends stricter policy enforcement, improvements in English language instruction, increased use of L1 as the medium of instruction, and the creation of an English-friendly learning environment to enhance English usage at the lower primary level. The study's findings provide valuable insights for educators and policymakers, highlighting the need for practical solutions to address the challenges of implementing EMI in Rwanda's lower primary education system.

Comparative Education in the Health Professions

As the academe in health professions institutions pursue educational reforms that anchors on the systems approach to healthcare, collaborative efforts are essential to establish more responsive and dynamic professional education systems. This paper highlights comparative education as a tool to strengthen health professions education around the world by reviewing previous and the most recent studies done, and showcase how this can improve the current pedagogical landscape. Through comparative education, a holistic approach to health professions education ensures that the learner’s training is not only comprehensive but also responsive to the dynamic needs of the country, the region, and the rest of the world by the sharing of best practices, challenges, and opportunities for collaboration. The opportunities that international comparative education provide to the health professions education include the sharing of best practices and difficulties encountered, and the enhanced viewpoint from considering different perspectives. On the other hand, the main challenges include ethnocentrism and the limited resources that majority of institutions face globally especially those from the low- and middle-income countries. Truly, once the lessons learned from comparative educational engagements are integrated into the philosophical and educational foundations in our medical schools, then we are one step closer to becoming responsive to the call for a more holistic and systems – centered health professions education.

Current approaches and future trends in integrating digital education methods in Chinese traditional art education

Introduction. The modern information society has had a significant impact on the education systems of many countries around the world. It enables openness, accessibility, mobility and lifelong education. In recent years, arts institutions and educators have grappled with finding the right balance between traditional and digital arts education. Traditional art techniques have long been the foundation of art education in colleges and universities. Aim. This study aims to investigate the integration of digital education methods in Chinese traditional art education and examine future trends and directions in this field. Focusing on exploring current approaches and anticipating future developments, the research seeks to provide insights into the evolving landscape of digital integration within the context of Chinese traditional art education. Research methods. To achieve the research objectives a systematic review involved to conducting a comprehensive search of relevant literature, including academic journals and conference proceedings. Studies discussing various methods, technologies, and pedagogical approaches for incorporating digital education in traditional art education settings would be identified and synthesized. A systematic review would involve searching and analyzing literature to explore methods of integrating digital education into Chinese traditional art education. Results. This study sheds light on the current approaches to integrating digital education methods in Chinese traditional art education while also offering insights into future trends and directions in this field. Based on Google Scholar search results using the keywords "digital education" and "traditional arts education" resulted in 19,800 publications. Multiple indexes were used leaving 13,600 publications. After filtering the types of literature into articles and review articles, 65 publications remained. Additionally, we removed duplicates, poorly indexed documents, and documents inconsistent with digital arts education research, reducing the number of publications to 10. Each bibliography entry includes author, institution, abstract, Google Scholar category, research topic, year of publication, publications (volumes), and references. In conclusion this study highlights the need for ongoing research and adaptation to effectively navigate the complexities of integrating digital education into traditional Chinese arts education while preserving its rich cultural heritage for future generations.

Mapping visual-based methods: an interdisciplinary approach

Images are central to our understanding of and learning about our world. We argue that visual training needs to be improved in the higher education system to enhance the potential of visual thinking to mediate productively our relationship with the context we inhabit. Initiatives from the social sciences and humanities since the end of the twenty century have highlighted the importance of training in visual research methods and visual literacy, but they also expose the scarcity of tools for understanding and applying images in research processes. In this paper, we examine the way visual methods were organised and employed in earlier studies and propose a new taxonomy. This classification will map these methods in an interdisciplinary framework that allows practitioners to use images in the development of projects. This proposal also seeks to inform future methodological approaches where images are recognised as a language of knowledge, analogous to numbers or linguistic expressions.

신입생의 대학 적응을 위한 교육프로그램 프레임워크 개발: A 대학교 재학생을 대상으로

Objectives This study aims to understand the current state of freshman programs at domestic and international universities. It investigates student satisfaction with existing freshman education programs and examines the challenges freshmen face in adapting to university life. The ultimate goal is to analyze these findings to develop a framework for educational programs that facilitate freshmen's adaptation to university. Methods To achieve this, we reviewed prior research on freshman programs and conducted various literature re-views and actual surveys on freshman education programs at domestic and international universities. Based on these, we developed survey questions to assess perceptions of freshman education. Subsequently, we ad-ministered the survey to students at “A” University and analyzed the responses. Based on the findings of this study, we developed a framework for educational programs aimed at facilitating freshmen's adaptation to uni-versity life. Results Freshman programs at domestic and international universities can be broadly categorized into pre-college programs, freshman orientations, and freshman seminars. When surveying satisfaction with freshman education programs, students expressed high satisfaction with education that allowed them to explore their majors or career paths and desired practical information about university life. The support freshmen needed to adapt to university fell into four main categories: interpersonal relationships, academic skills, major-specific learning, and personal development. Based on these findings, this study developed a framework for educational programs to facilitate freshmen's adaptation to university life. Conclusions The educational program framework for freshmen's university adaptation developed in this study can be utilized to create systematic educational programs that help students adapt well to university life.

Features of labour education of students in modern social and educational environments

Introduction. The article presents the results of investigating the problem of labor education in the context of current changes in the social and educational environments. The purpose of the article is to identify the features of labor education in modern social and educational spheres from the standpoint of continuity of the tasks of its implementation at various levels of education and consistency with the tasks of general education. Materials and Methods. The theoretical research methods include sources analysis and analysis of educational programs for different levels of education. Empirical research methods used in the study include exploration of teaching experience and a questionnaire. The survey involved: 8,850 preschool teachers from 53 regions of the Russian Federation; 317,166 parents (legal representatives) of preschool-age children from 87 regions of the country; 4,913 deputy directors of comprehensive schools, representing 61 regions; 190,080 parents of school-age students, representing 88 regions. Results. The conducted research revealed: insufficient formalization of theoretical provisions; disunity of existing individual practices of labor education, their insufficient continuity at different levels of education and consistency with the tasks of general education; low activity of parents in the implementation of tasks of labor education as the child develops, vagueness of parents’ ideas about the significance and content of labor education at different levels of education. Methodological bases and conditions for the implementation of labor education in modern social and educational environments are formulated. Conclusions. The identified features of labor education at the present stage reflect the insufficient development of theoretical and methodological foundations for organizing labor education of students and actualize the need for further study of the problem, as well as the development of a model of labor education taking into account continuity at various levels of education and consistency with the priority tasks of general, secondary vocational education and model (federal) educational programs.

Science in times of war: reflections from Sudan

The war that erupted in Sudan on 15th April 2023 between the Sudanese Armed Forces (SAF) and Rapid Support Force (RSF) resulted in widespread destruction of national infrastructures, including the educational and research systems. Based on the personal experiences of the authors, this paper discussed the impact of the war on science and community of scientists who remained in Sudan during the war, including the resultant challenges, opportunities offered, and future perspectives. Clearly, the war brought about unquantifiable devastation on professional and personal lives of scientists; internal and external displacement and separation of scientists, colleagues, and families; loss of research and teaching resources; loss of jobs and financial instability; and host of negative psychological, emotional and social issues. Given that more than 10.4 million Sudanese were forcibly displaced, among them scientists, the educational system has been hampered. Available data indicate that in Khartoum State, 39% of governmental and 73% of non-governmental universities were occupied by RSF, whereas it was 10% of governmental and 8% of non-governmental universities in Gezira state. This contrasts with 3% of governmental and 5% of non-governmental university in South Darfur. Some universities and colleges were partially or completely damaged, while in some it was not possible to determine the damage. This has led to complete shutdown of the universities, forcing students to find expensive alternative ways to continue their education or abandon it altogether. Scientists and science in Sudan faced many challenges, which are difficult to overcome. While efforts to restore infrastructure and physical capital will be challenging, the social, psychological, and emotional devastation might be even more intricate. Revitalizing policies and international efforts are needed to support the recovery of the entire educational systems and research infrastructures, as well as the wellbeing of scientists.

DEVELOPMENT OF A SYSTEMATIC APPROACH TO ASSESSING THE COMPLIANCE OF UNIVERSITY EDUCATIONAL PROGRAMS WITH THE UN SUSTAINABLE DEVELOPMENT GOALS

The purpose of the article is to develop and test in practice a systematic approach to assessing the compliance of educational programs of universities with the goals of sustainable development of the United Nations. The systematic approach includes the development of a sequence of development and approval of a questionnaire to determine the degree of compliance of educational programs of universities with the goals of sustainable development. Methodology. The survey was based on a comparison of the data of three groups of respondents (developers of educational programs and their curators at three levels of higher education). Approbation of the approach took place on the basis of the National Transport University (Kyiv, Ukraine). In total, 64 curators and developers of educational programs took part in the survey (this is 60% of educational programs of NTU). The results of the survey showed that educational program developers understand the importance of including the tasks of the United Nations Development Program in separate educational components or modules of disciplines in order to form relevant competencies in students. However, respondents noted the need to review educational programs and their components, as well as the educational process in the context of compliance with the goals of sustainable development and its ecologization. Practical implications. The results of this research will be used during the regular review of educational programs and their components at the National Transport University, and will also serve as a basis for further improvement of the concept of sustainable development of the NTU. The research data can be distributed to other universities. Also, the research results will be used in the project the Transformational Learning Network for Resilience – Enabling Ukrainian higher education to ensure a sustainable and robust reconstruction of (post-war) Ukraine (TransLearnN). The results of this study will contribute to the development of the program of sustainable development of universities in Ukraine. Value / Originality. The obtained results will make it possible to determine prospective directions for improving the educational process and educational programs of universities, taking into account the goals of sustainable development and trends in the ecologization of education.

The Educational Programs in Home Hemodialysis: Scoping Review

Introduction. Home hemodialysis is an effective therapeutic option for patients with chronic kidney disease. As highlighted in the literature, its management requires good self-care abilities from the patient and adequate support for self-care from the caregiver. Therefore, the development of educational programs plays a fundamental role in patient care. Aim. The goal of this study is to map the educational programs aimed at caregivers and patients undergoing home hemodialysis treatment, in order to identify gaps in the literature regarding this focus. Methods. A Scoping Review was conducted following the Joanna Briggs Institute guidelines. Potentially relevant articles were identified through a selection process on major databases (PubMed, Scopus, CINAHL, EMBASE, Web of Science, and Google Scholar), without applying any time limits. Results. The educational programs available in the literature for home hemodialysis patients focus on both clinical and psychological aspects; training through a "practical" approach is the most commonly used strategy. Discussion and conclusions. The review highlights the crucial role that a multidisciplinary and multidimensional educational approach can provide to home hemodialysis patients. It is necessary to optimize educational strategies for this population to improve patient outcomes.

Barriers to access to local produce in an early childhood setting in rural Appalachia

This case study examines young children’s access to fresh local produce in childcare settings in rural Appalachia. In-depth, semi-structured interviews with childcare center directors participating in farm to early care and education programming were conducted in the spring of 2023. Centering the per­spective of childcare directors, this research explores why farm to school programming is diffi­cult to implement. It specifically addresses the bar­riers preventing early childcare centers from pro­viding access to fresh and local produce to enrolled children. Eight primary obstacles to implementing farm to early care and education programming were identified: lack of staff; too wide a variety of tasks for directors; the “extra” work that fresh pro­duce requires; lack of knowledge about how to grow food; lack of required kitchen equipment; need for additional funding; unclear or out-of-date regulations about food safety; and a lack of paren­tal time. Limitations of the research include the specific geographic location of the study and the long-lasting implications of the COVID-19 pan­demic. Recommendations drawn from this case study include improving communication between childcare centers and regulatory agencies; creative use of alternative gardening practices; participating in a regional food hub; and improved funding.

Implementing Integrated Holistic Education System (IHES) for Character Building at Seven Skies International School in Selangor, Malaysia

The modern educational system emphasizes not only the intellectual development of students but also the formation of moral and social character. Traditional educational systems are often perceived as inadequate in meeting the demands of globalization, technological advancement, and social change. Seven Skies International School adopts the Integrated Holistic Education System (IHES) to address these needs by incorporating intellectual, emotional, spiritual, and physical aspects into student learning. The primary challenge in implementing IHES is maintaining a balance between academic achievement and the development of students' character, as well as ensuring that educators are capable of effectively guiding emotional and spiritual growth. Common obstacles include the lack of understanding and skills among teachers in comprehensively applying IHES. This study aims to analyze the implementation of IHES at Seven Skies International School, evaluate character-building strategies, and measure their impact on students' moral and social development. The methodology employed is a qualitative approach through observation, interviews, and document analysis. The research findings indicate that IHES positively influences students' moral and social development. However, several challenges were identified in its implementation, particularly concerning teacher training and the methods used for character evaluation, which require improvement. The study's recommendations include enhancing training programs for educators and developing more comprehensive methods for character assessment.

Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region

Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education. Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments). Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education. Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.

놀이기록 다시보기를 통한 유아교사의 유아놀이 변화 탐색

Objectives The research objectives of this study is to find out the reflection that the researcher as kindergarten early- child care teacher has, in the course of reviewing the individual play records, and changes in the viewpoints of teachers in early-child care on kid plays. Methods In order to achieve this goal, self-study among qualitative research methods is conducted in that one can re-see and reflect on one's beliefs, values, and play records through self-reflection. To achieve such ob-jectives, the researcher collected and analyzed the play records that were prepared through author's own ob-servation in class, the author's self-reflection journal, and any other materials. Results This research has classified changes in the viewpoints of teachers in early-child care on kid plays into six sub-factors, say, understanding kids from a new perspective, expanding and supporting kid plays, participating in plays from a spectator to a player, reestablishing the educational belief system of teachers in early-child care as a supporter, connecting the curriculum in plays, and learning outside. For the final factors as to it, this study has classified into three top factors, namely, understanding plays from the perspective of kids, reestablishing the edu-cational belief system teachers in early-child care, and the operation of play-centered curriculum. Conclusions By reviewing the play records, it was found that changes in the viewpoints of teachers in early-child care on kid plays brought about the significant change in actual kid plays. Given the research results, the play records that are being prepared in the current educational field would be instrumental. It is anticipated that this would con-tribute to implementing the kid play-centered curriculum which requires reinforcing plays, with the focus on kids.

A Study on the Effects of Obesity Stress and Body Shape Awareness on Physical Aesthetics in Adult Women after the Pandemic through Self-efficacy

This study investigated the relationship between obesity stress in adult women after the pandemic and body image awareness and the mediating effect of self-efficacy. The survey was conducted from June 1, 2023 to August 31, 2023, and the study sample was adult women in their 20s to 50s nationwide, with a convenience sample of 704 people used as the final analysis data. In summary, it was found that factors of body shape awareness such as awareness of obesity, body shape awareness, and weight control behavior increased due to factors of obesity stress such as surrounding awareness, negative behavioral emotions, and disease concerns due to weight gain after the pandemic. It can be interpreted to mean that there is a relationship between obesity stress and body shape awareness. Self-efficacy was shown to play a mediating role in body shape awareness and physical beauty consciousness of adult women’s obesity stress. These results show that although obesity stress increased after the pandemic, the more positively one recognizes one’s body shape, the more self-efficacy, which is the ability to solve one’s own problems and overcome obstacles, is increased, which helps one live a beautiful and healthy life. In addition, it was confirmed that the improvement of self-efficacy in adult women played a mediating role as a catalyst. Through this study, we hope to help solve the social disease of obesity by developing a more systematic program and active education so that people can pursue health and beauty by themselves and prevent the yo-yo phenomenon and its side effects through correct body shape recognition, body shape satisfaction, and weight control behavior through correct body shape recognition and self-belief or faith. We also hope to help solve the social disease of obesity by developing a more systematic program and active education so that people can pursue health through dieting.