Teaching In Education Research Articles

The Real Situation and Main Problems of Rural Primary School Physical Education in Current China: Based on the Teaching Students’ Perspectives

The common problem of rural primary school Physical Education (PE) is the same consensus of the education sector in China. According to the materials obtained from the interviews with the students in the teaching practice process, the common problems of China’s rural primary school PE include: insufficient or no physical education class; lack of physical education equipment and sports fields; serious shortage of Physical Education teachers; and nearly no physical education teaching and learning activities based on an established instructional plan. These problems reflect the real state of current rural primary school PE in China, and have always been the basic state of rural primary school PE in China.

Analysis of the Correlation Between Spatial Morphological Elements and Microclimate in the Higher Education Teaching Center Area

Irrational spatial configuration of campuses has contributed to changes in local microclimates, thus reducing human thermal comfort, particularly in severely cold regions of China. This paper sets out to establish correlation equations between campus spatial morphology indicators and Physiologically Equivalent Temperature (PET). Based on measured data from two campus sites, Geographic Information Systems (GIS) were utilized to analyze the characteristics of microclimate distribution and highly sensitive morphological parameters were screened. Regression analysis was conducted to determine the correlation between spatial morphology indicators and PET. During winter, open spaces were most correlated with Sky View Factor (SVF), with each 0.1 increase in SVF resulting in a 0.7 °C rise in PET. Enclosed spaces exhibited strong correlations with the Closure Ratio of Enclosure (Ce) and Surface Wall Area (SW), where every 10% increase in Ce led to a 0.46 °C increase in PET and every additional 1000 m2 of SW caused a 1 °C rise in PET. We finally quantified the impact of changes in spatial morphology indicators on human thermal comfort, with the aim to integrate campus planning with climatic design and improve the outdoor thermal environment of campuses.

The Synergistic Effect of Biomechanics and Psychological Feedback in Physical Education Teaching: Enhancing Motor Skills and Psychological Resilience

The combination of biomechanics and psychological feedback presents a unique approach to improving physical education outcomes. Biomechanics offers a detailed understanding of movement, allowing for the optimization of motor skills based on scientific principles. Meanwhile, psychological feedback helps students adapt mentally, fostering resilience and improving performance under pressure. This research explores how the dual application of biomechanical analysis and psychological feedback can enhance both physical and mental capacities in students during physical education. Through motion capture technology and real-time data analysis, motor skill performance is broken down into key components such as force, speed, and coordination. Students receive targeted feedback, allowing them to refine their techniques efficiently. Concurrently, psychological feedback mechanisms, such as self-reflection and stress management strategies, are introduced to help students build mental resilience and maintain focus. Results are a significant improvement in both motor skills and psychological well-being. Students displayed greater accuracy and efficiency in performing complex physical tasks and reported reduced anxiety and stress during physical education activities. The synergy between biomechanics and psychological feedback not only improved motor performance but also enhanced students' overall experience, making physical education more engaging and effective.

Therapeutic-Use-of-Self as Relational Pedagogy in Occupational Therapy Education: A Qualitative Description Study.

Amid growing calls for relational teaching approaches in higher education to improve student learning outcomes and student and educator well-being, a need remains for effective relational pedagogies. Therapeutic-use-of-self (TUS) is an occupational therapy skill that centers the client-occupational therapist relationship, yet there is a dearth of research exploring its application as a pedagogy. This presents an opportunity for a widely used occupational therapy skill, TUS, to be adapted as a much-needed relational pedagogy. Objective. We explored the experience of TUS as a relational pedagogy in occupational therapy education from educator and student perspectives. Method. This qualitative description study borrowed from the evocative methodology of collaborative autoethnography. We, six researcher-participants, across two Canadian entry-to-practice occupational therapy programs, engaged in five discussions exploring the relationship between participant stories and contexts. Reflective memoing and reflexive thematic analysis were applied for analysis. Findings. Four themes were described: (a) education as transaction, (b) authenticity in learning, (c) experiencing TUS, and (d) relationship as resistance. Conclusion. With an emphasis on authenticity, empathy, power equity, and critical reflexivity, TUS challenges status quo approaches to education. Although neoliberalism challenges the feasibility of relational pedagogy in higher education, TUS holds promise as a relational and critical pedagogy.

Education for sustainable development: an assessment of Australian and Canadian business schools

Purpose This study aims to investigate whether and how business schools in Australia and Canada advocate for education for sustainable development. Design/methodology/approach This exploratory study used a sequential mixed methods design, using a combination of qualitative content analysis and thematic analysis. During phase 1, sustainability reports developed by Australian and Canadian business schools (SIP reports), which are signatories to the Principles for Responsible Management Education (PRME), were reviewed using qualitative content analysis methods. Following that, a thematic analysis of semi-structured interviews with nine representatives from selected business schools from Australia and Canada were conducted to triangulate and interpret the findings from phase 1. Findings Australian and Canadian business schools incorporate sustainability into their teaching practices through mandatory courses designed around sustainability and its relationship with business and linking sustainability with other business-related courses by including relevant aspects of sustainability with course contents. Sustainability education in Australia and Canada is being addressed through a variety of degree and non-degree programs showing an increasing relevance for sustainability across business schools. However, results also show differences between the two countries, dependence on leadership, at times lack of support and infrastructure and not always clear strategies to place sustainability at the core of business education. Originality/value Despite previous attempts at examining sustainability practices across business schools, there is a dearth of research looking into a cross-country comparison of integrating sustainability in learning and teaching for business education.

The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines.

Contours of modern didactics of professional education: an analysis of foreign studies

Introduction. Vocational education plays a special role in a global policy agenda focused on technological development worldwide. Quality vocational education makes an effective contribution to innovative economic development and equitable sustainable development of human capital. The analysis of trends in the development of educational technologies becomes a source of research of didactic and organizational aspects of professional education as a necessary condition for solving the tasks of Russia's state policy in the sphere of formation of innovation economy. The purpose of the study is to analyze foreign research in the field of didactics and organization of vocational education. Materials and methods. We conducted the study based on content analysis of foreign studies that took place between 2013 and 2023. We analyzed reports and scientific articles posted on open information platforms. The study presents the results of the analysis of 30 information sources. These are materials from the European Union's analytical data portal CEDEFOP, NMC Horizon Project Sector Analysis monitoring on technological solutions in STEM+ education, materials from the report of the Swiss Economic Institute (KOF), results of the analysis of scientific articles. Results. The analysis of sources made it possible to outline the external (invariant) contour of pedagogical approaches and technologies in the sphere of didactics and organization of vocational training and education (VET) in different countries. We also established that the internal didactic contour in each educational organization is formed considering the specifics of the choice of specialties for training and has a variable character. Because of the analysis of foreign sources, we systematized strong technological solutions that have a significant impact on the development of didactics of vocational education in the context of the request to prepare specialists for activities in the field of high-tech production. Prospects for further research. The results obtained can be useful for researchers in the field of professional education in designing the design of the educational process with modern educational technologies.

THE IMPORTANCE OF INCLUSIVE EDUCATION IN TEACHING WRITING

Inclusive education focuses on integrating students with a range of abilities and needs into mainstream classrooms, ensuring equal opportunities for academic achievement. This article examines the role of inclusive education in writing instruction, emphasizing strategies that enable all students, irrespective of their challenges, to engage in and benefit from the writing process. It discusses key approaches such as differentiated instruction, assistive technology, Universal Design for Learning (UDL), and collaborative learning, all of which contribute to fostering an inclusive writing environment. Differentiated instruction adapts teaching techniques to meet diverse student needs, while assistive technologies like text-to-speech and speech-to-text support students with disabilities in overcoming writing challenges. UDL provides flexible methods to engage students and offer various ways to express ideas, ensuring writing assignments cater to different learning preferences. Collaborative learning further enhances writing skills by facilitating peer feedback and idea sharing. Drawing on qualitative research, case studies, and educator interviews, this article illustrates how inclusive practices can empower all students to become confident, skilled writers. Although challenges like insufficient resources and the need for continued teacher development remain, the advantages of inclusive writing instruction are evident, creating an environment where all students can excel academically and build essential communication skills.

Prof. Dinkar Govind Thatte - An exceptional educator and a renowned researcher in Ayurvedic Anatomy

Abstract Professor (Dr.) Dinkar Govind Thatte’s life is characterized by meticulous devotion and is an exceptional and indispensable symbol in the field of Rachana and Kriya Sharira (Ayurvedic anatomy and physiology). In addition to his contributions to Sharira, he is famously remembered for his unwavering commitment to advocating and enhancing Ayurveda. He chose to continue with the Bachelor of Medicine and Bachelor of Surgery (BMBS) despite the prevailing trends, rejecting the merger with contemporary medicine. Dedicated and hardworking, he achieved different heights in his academic career and carved a memorable path through a life of sacrifice, devotion, innovation, and scholarly excellence. His approach to teaching, particularly cadaveric dissection through demonstration, revolutionized pedagogy in Ayurvedic education, a paradigm shift in the understanding of the human body within the context of Ayurveda. Beyond his academic pursuits, Dr. Thatte’s philanthropic spirit led him to establish the All-India Sharira Research Institute (AISRI). Through this institute, he promoted education, research, and deserving students. This article aims to honor his memory and legacy that inspires scientists, scholars, and practitioners, across the country. His family members, colleagues, and close students were interviewed to learn about his principles, workstyle, and achievements. This biography delves into the multidimensional persona of Dr. Thatte’s rise from student to becoming a forerunner in Ayurveda, primarily in Sharira, recording his pioneering discoveries and paradigm-shifting contributions in the arena of Ayurveda.

The role of the facilitator in collective reflection on higher education teaching

ABSTRACT This paper arose from the authors’ experience of facilitating collective reflection on higher education teaching using the ‘intercultural teaching process recall’ (iTPR) method. Facilitators’ contributions to the iTPR sessions were analysed empirically. There was considerable variation between facilitators, sessions and rounds. Individual facilitators had an affinity to certain contribution types, but did not respond the same way throughout. Approaches to facilitation were influenced by prior experiences, beliefs, session dynamics, and our multi-faceted identities as academic developers. The paper highlights the need for further research and theorisations of collective reflection on teaching in higher education.

How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on learning in higher education

AbstractThis article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of a study examining one underlying mechanism of successful digital cooperation among students in higher education from a student perspective. We investigated whether and how students’ cooperative mindset and the climate in their university courses correlate with how they perceive the impact of digital cooperation on their learning outcomes. Data were collected using a questionnaire in different university courses at three universities, involving students from different study programmes and semesters. We conducted a mediation analysis that included students’ cooperative mindsets, the perception of the course climate, and the perception of the impact of digital cooperation on students’ learning outcomes. We found that students’ cooperative mindsets predicted their perception of the impact of digital cooperation on their learning. The cooperative mindset of students also predicted their perception of the course climate, which, in turn, predicted their perception of the impact of digital cooperation on their learning. Moreover, we found that the effect of students’ cooperative mindset on the perceived impact of digital cooperation on learning was mediated by the perception of the course climate. These findings suggest that highlighting the relevance of digital cooperation for learning outcomes can initiate a positive dynamic shaping students’ perceptions of their course climate and benefits of digital cooperation. Understanding these dynamics is crucial because cooperative group work in digital environments has become an integral part of teaching in higher education.

I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students.

Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. To explore how PG dental students perceive the use of optional online journals. Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections. Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.

THE ROLE AND SIGNIFICANCE OF SPEECH CULTURE IN THE ACTIVITY OF FUTURE EDUCATORS

This article describes methods of improving speech culture and rhetoric of future pedagogues.Тhe article considers the importance of rhetoric as the art of using a living word for effective and efficient communication. The laws of rhetoric under consideration make it possible to determine the path of students to rhetorical success. The peculiarities of teaching undergraduates rhetoric at a higher educational institution is their comprehension of the art of the word, regardless of the direction of training and the construction of the educational process, taking into account these circumstances, in accordance with the methodological and didactic principles of teaching in preschool education.

Teacher vs Artificial Intelligence: a comparison of the quality of feedback provided by a teacher and generative artificial intelligence in assessing students' creative writing

Introduction. Writing foreign-language creative writing assignments is one of the goals of foreign language teaching in higher education. Modern AI tools (ChatGPT 4.0) are able to provide learners with evaluative feedback and recommendations for essay revision. However, the feedback quality from ChatGPT 4 and other AI tools is a subject of discussion in the teaching community. The aim of this paper is to compare the feedback quality provided by ChatGPT 4.0 and teachers in evaluating students' essays. Materials and methods. A bank of English essays (N=350) written by linguistics students (A2-B1 level) was used as the material. The participants of the research were 12 teachers of English at Derzhavin Tambov State University (Russian Federation). For every essay, one teacher and ChatGPT gave evaluative feedback on the following criteria: 1) content of the essay; 2) organisation and structure of the essay; 3) supporting ideas and arguments; 4) language of the essay (lexical aspect of speech, grammatical aspect of speech, syntax); and 5) originality of the idea. The recommendations received from the teacher and ChatGPT 4.0 were evaluated on the basis of norm-referenced testing. The data analysis was carried out using the Student’s t-test. Research results. It was found that ChatGPT matched the teacher in terms of the quality of evaluative feedback for the following criteria: ‘content of the paper’ (t=0.24; p>0.05), ‘organisation and structure’ (t=1; p>0.05), and ‘supporting ideas and arguments’ (t=1.43; p>0.05). Moreover, ChatGPT outperformed the teacher (not a native speaker) for the criteria ‘language of the essay’ (t=1.67; p≤0.05) and ‘originality of the essay’ (t=1.78; p≤0.05), which is explained by the fact that the GPT language model was developed based on large English textual data. This allowed the AI tool to be more accurate in assessing specifically the linguistic correctness of a written expression. Conclusion. The novelty of the study is in the confirmation of the ability of the AI tool ChatGPT 4.0 to provide qualitative feedback in assessing creative writing at the teacher's level or even better. The results of the study support more intensive implementation of ChatGPT 4.0 in the process of teaching foreign language and assessing the development level of students' writing skills.

The ‘Skills Gap’ in the Animation/VFX Industry in Scotland

Integral to the animation and visual effects (VFX) industry are graduates with industry focused skills. Yet, the industry is rapid and ever changing, almost defying attempts to define it. How then should animation/VFX, and indeed any subject of a similar nature, be taught to best prepare industry-ready graduates? This article describes Animation/VFX industry perceptions ( N = 18) of current Animation teaching in further and higher education. Findings show that a large ‘gap’ in the ‘skills’ required exists, but with multitudinous perceptions and understandings of what this ‘skills gap’ is. The authors suggest approaches to plug this gap through attributes and aptitudes that could be developed in students, lecturers and industry opportunities for students. Further, they outline how closer industry and education sector collaboration may be achieved. However, they stress that, without government policy initiatives and investment, the prospects for the sector, and by extension for those in a similar situation, appear bleak.

Metadisciplinary competencies and assessment of their maturity in the organisation of the educational process at teacher training colleges

Introduction. The labour market-driven changes in educational requirements, the development of information technologies and transformation of social relations require students’ new subject-specific and metadisciplinary competencies which should be formed at all levels of education. The aim of the study is to substantiate the role of metadisciplinary competencies and assessment of their maturity in the organisation of the educational process in teacher training colleges. Materials and methods. The study involved 1,742 students of teacher training colleges of the Chechen Republic, Republic of Ingushetia, Republic of North Ossetia–Alania, Republic of Dagestan, Kabardino-Balkarian Republic and Karachay-Cherkess Republic (Russian Federation). Methods: source analysis, author’s questionnaire for diagnosing metadisciplinary competencies in students of pedagogical colleges, methodology of assessing communication and organisational aptitudes COA-1 (V.A. Sinyavsky, B.A. Fedorishin). Results. The monitoring of the maturity level in metadisciplinary competencies revealed the deficiency in students’ goal-setting, information search abilities, cooperation and self-assessment. The following maturity level of metadisciplinary competencies in students of teacher training colleges was revealed: the majority of learners showed a goal-setting level (67.4%), information search and analysis ability (67.4%), cooperation level (68.1%), and self-assessment level (68.6%) – as specific of the average level. The elaborated model of educational process continuity covering schools, pedagogical colleges and teacher training colleges was based on the development of metadisciplinary competencies. Network interaction of pedagogical workshops was set up in secondary vocational schools of the North Caucasus Federal District (NCFD) of the Russian Federation – as a mechanism for ensuring consistency and continuity of future teachers’ training in the system of secondary vocational and higher pedagogical education. Conclusion. The implementation of the research results into the practice of pedagogical colleges and universities allows to improve the quality of future teachers’ schooling. The graduates of educational institutions involved in the network interaction of pedagogical workshops will possess not only subject-specific knowledge but also metadisciplinary competencies necessary for successful professional activity.

Application of the Methodology of joint Distributed Activities to ensure the unity of the Structure and Content of Higher Pedagogical Education Programs

Application of the Methodology of joint Distributed Activities to ensure the unity of the Structure and Content of Higher Pedagogical Education Programs

The Quality of Online Higher Education Teaching during the COVID-19 Pandemic: Evidence from Serbia

Abstract Introduction: This research aims to analyze students’ expectations and satisfaction with the quality of online learning in Serbia during the COVID-19 pandemic, while examining its advantages, disadvantages, and future intentions. Methods: The research included both desk and field research. Data were collected through an online survey and analyzed with IBM SPSS using frequency, descriptive, reliability, and correlation analysis. Results: The results showed high student satisfaction with online education during the pandemic, which is correlated with their future intentions to use online learning platforms. Discussion: These results highlight the importance of student satisfaction for online learning quality and the potential of online education during COVID-19. Limitations: The research is limited by the sample size of 308 students, which may not fully represent the entire student population. Conclusions: While the results confirm the high quality of online learning organization at Serbian higher education institutions (HEIs), the study also identifies areas for improvement.

A Blended Learning Course to Support Innovative Online Teaching in Higher Education

ABSTRACTThis paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education.

Can a zoom class be dialogic? An examination of a virtual English methods class

Purpose Synchronous virtual classes are becoming more common as universities expand access. However, instructors can feel hesitant as they move to a new style of teaching, especially if they are not sure their chosen pedagogy will work with virtual instruction. The purpose of this dialogic analysis is to examine the experiences of a dialogic teacher in a synchronous virtual English methods course. Design/methodology/approach The 75-min methods class met on Zoom twice a week. Class sessions were recorded. Dialogic analysis was used to analyze moments of whole-class discussion to explain what kinds of discussions happened and determine to what extent the class functioned as a dialogic class. Findings Overall, there was more student voice than teacher voice, and students spent over a third of the class in small group discussions. Even though the teacher still took over, and controlled discussions, the overall class maintained dialogic teaching principles. Despite this, the professor felt displaced for three reasons. In addition, some ideas for increasing the dialogic nature of the class are mentioned. Originality/value Synchronous virtual teaching will continue to grow, but as instructors move to that format, they can examine whether their pedagogies match the format. This paper explored one professor’s pedagogy of dialogic teaching and its compatibility with synchronous virtual teaching. This method of self-analysis could work with any pedagogy and could help instructors be successful in a new format.