Education Research Articles

Challenges and Practices of Education Teachers on Inclusive Education

The challenges and practices of teachers on inclusive education, are examined in this study. The study emphasizes the goal of the global inclusive education movement, which is to integrate all learners - especially those with disabilities - into regular classroom settings. Notwithstanding notable advancements, such as the rise in the number of children with disabilities enrolled in mainstream classrooms, inadequate training for teachers, and inequalities in the application of policies. The study employed self-designed questionnaires to five teachers from various schools, with data analysis using qualitative research methods. The result shows that there are still lot of gaps in the efforts being made to improve inclusive education through teacher training programs and policy frameworks. These include insufficient infrastructure in schools, geographical differences in the accessibility of resources, and low community knowledge on inclusive approaches. In order to solve these issues and advance successful inclusive education strategies that benefit all learners, the research ends by urging cooperation, which will help the Philippines’ educational system become more egalitarian.

Crafting Minds: A Constructivist Blueprint for Philippine Education Reform

Constructivism has been a prominent pedagogical paradigm in Philippine education, especially in light of recent curriculum reforms and the changing educational environment. This method based on Piaget and Vygotsky theories, emphasizes learner-centered education and active, experiential learning which highlights the proactive involvement of learners in developing their understanding and knowledge through experiences and interactions with their environment. This paper discusses the potential of constructivism as a revolutionary educational paradigm in the Philippine education system. It aims to develop 21st-century skills like critical thinking, collaboration, and contextualized learning. The paper also discusses how constructivist approaches, such as project-based and inquiry-based learning, can address issues like memorization, outdated teaching methods, and disengagement. The paper advocates for constructivist techniques in redesigning Philippine education to prepare students for global issues while respecting local settings, demonstrating its potential for a more inclusive, engaging, and efficient educational system.

Life review-based academic service learning to address social work students’ knowledge, ageism and competencies in China: A pilot feasibility trial

ABSTRACT Life review-based academic service learning (LR-ASL) is a comprehensive educational program that addresses social work students’ knowledge, ageism and competencies. This study aimed to examine the acceptability and preliminary effectiveness of the LR-ASL program among undergraduate social work students in China. The study featured a quasiexperimental pretest‒posttest‒follow-up design and collected data from students at a college in China. The intervention group (n = 39) participated in the LR-ASL program, whereas the comparison group (n = 14) completed an aging knowledge examination. Most students (34 out of 39) in the LR-ASL group completed all the intervention sessions and assessments, indicating strong adherence to the LR-ASL program. Repeated-measures ANOVA and a linear mixed effects model were used to analyze the changes. Statistically significant within-group improvements over time in the intervention group were observed for knowledge, anxiety about aging, attitudes toward older adults, competency, and interest in working with older adults. Additionally, the intervention group improved more significantly than did the comparison group in terms of anxiety about aging, attitudes toward older adults, and interest in working with older adults. In conclusion, these findings support the acceptability and possible efficacy of the LR-ASL program among undergraduate social work students in China. LR-ASL may be a viable and promising academic service-learning program that can help inform future research and training related to reducing ageism and increasing gerontology competencies.

Brief Divorce Education Programming and Co-Parenting Intentions

ABSTRACT As divorce education evolves, one of the major foci of these programs continues to center on preparing participants to be effective co-parents, post-divorce. Through data collected from a brief, online divorce education program, this study evaluated participants’ (n = 2,063) future co-parenting intentions in light of their reported pre-program co-parenting practices. Overall, participants indicated intentions to practice positive and effective co-parenting post-program. Comparisons showed that gender, race, number of children, and separation duration had a significant effect on participants’ future co-parenting intentions. Practical implications for research in divorce education and the role of brief, online divorce education programs in educating parents on co-parenting strategies are discussed.

The impact of COVID-19 on international education: challenges, adaptations, cross-cultural experiences, and globalization

The COVID-19 pandemic remarkably impacted international education, creating countless challenges while also driving adaptation and growth. This paper explores the pandemic's effects on teaching and learning, particularly in higher education, focusing attention on challenges such as technical infrastructure deficiencies, inequalities in access to education, and the psychological impacts on students and educators. It also scrutinizes how institutions adapted through digital transformation, innovative pedagogies, and service learning. Additionally, the paper discusses the role of cross-cultural experiences and globalization in navigating these challenges, emphasizing the importance of cultural engagement and linguistic diversity in fostering a globally interconnected educational environment. By reflecting on these adaptations, this study contributes to understanding how crises can reshape education systems and promote innovation in the face of adversity.

Sustainability literacy: Assessment of knowingness, attitude and behavior regarding sustainable development among students in China

Education is critical to achieving the world’s sustainable development (SD). Assessment or measurement is a means to help an education system to accelerate integrating SD content. To have a perception of the gap in relation to the SD action goals, a basic understanding of current students’ knowledge, attitudes and behaviors (KAB) needs to be established. The study applied a survey to assess Chinese students’ knowingness, attitude and behavior regarding sustainable development. Data were collected from students from all parts of China via an online survey tool, which consists of 887 primary school students and 1661 secondary school students. The results indicate a high level of KAB regarding sustainable development among Chinese students, while this sustainability literacy is mainly embodied in the environmental dimension. In general, the results showed the better KAB of primary-school students than secondary-school students, while there was almost no difference between male and female students. Moreover, knowingness and attitude have significant and positive correlations with behaviors. The results of this study constitute a general sketch of Chinese students’ sustainable knowledge, attitudes and behavior, which could be employed to monitor China’s efforts in fostering education for sustainable development and also to foster curriculum developments and innovations in China.

Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals

ABSTRACT The COVID-19 pandemic caused shifts in the educational landscape and revealed gaps in educational processes, including the practices of education professionals. The present study used a Community-Based Participatory Research (CBPR) approach to explore the experiences of 10 early childhood special education professionals who supported racially and ethnically diverse families of preschoolers with disabilities to gain insight into family–school relationship dynamics during COVID-19. Through interviews, education professionals shared their firsthand experiences in relation to navigating home–school relationships during the pandemic. Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later, reflections from professionals in the study’s CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home–school relationships throughout the early childhood years.

Impact of a clinician-directed educational program on communicating with patients regarding gun violence at two community urban healthcare centers.

Gun violence negatively impacts not only victims but also their families and surrounding communities. Resources and counseling services may be available to support families affected by gun violence, but the families and their clinicians may not know about these resources or how to access them. The objective of this study was to investigate the impact of a clinician-directed educational program on patient reports of their discussions with their physician regarding gun violence, prevention, and available resources for support and treatment. This quasi-experimental, cross-sectional, survey-based, quality-improvement study included pre-, mid-, and posttraining surveys administered to patients and clinicians participating in an educational program at two urban healthcare centers in Philadelphia. The educational program included office enhancements (handouts and posters) and lunchtime presentations for clinicians regarding gun violence prevalence, prevention strategies, local support resources, and impacts on mental health for patients and their families. The anonymous patient survey was offered to all patients seen at two urban healthcare centers in Philadelphia during three nonconsecutive weeks over 3months. Among 542 patients seen over the 3weeks of survey collection, 428 completed the survey (response rate of 79 %). Sixty-four percent acknowledged being impacted by gun violence including the death of a loved one, witnessing a shooting, or being shot themselves. Over the course of the educational program, patients reported significant increases in (1) awareness of materials related to gun violence in the waiting areas, by 17.2 %, (2) discussions of gun violence with their clinician, by 12.1 %, and (3) discussions of methods to prevent gun injury, by 9.7 %. At the end of the study, 19.3 % of patients reported having discussions with their clinician about gun violence, and 14.3 % discussed strategies to prevent gun injury. Participating clinicians reported high levels of satisfaction and increased confidence when talking to patients about gun violence at the end of the program. Providing clinician-directed education and printed materials increased the frequency with which clinicians discussed gun violence, prevention, and available resources with their patients. Increases were modest, with opportunities for improvement. A holistic and multifaceted approach is required to support families affected by gun violence, including education for clinicians and dissemination of information for families.

Mapping employability: a decade of trends and insights from higher education through bibliometric analysis (2014–2024)

Purpose This study aims to investigate the evolution of employability research within higher education from 2014 to 2024, using the career capital framework to provide a multifaceted perspective on employability. Design/methodology/approach The data set, comprising 468 documents from 1,170 authors, was analyzed using VOSviewer and the Bibliometric package in R, which enabled the visualization of bibliometric networks and the identification of significant research trends and influential publications. Findings Key findings emphasize the critical role of higher education in developing employability and the impact of various forms of graduate capital. The study reveals a shift from a narrow focus on job attainment to a broader perspective that includes long-term career sustainability and adaptability. Research limitations/implications Future research should explore contextual factors and develop holistic employability models. Interdisciplinary approaches and policy-informing studies are also recommended to enhance graduate employability in a dynamic global labor market. This research contributes to a deeper understanding of employability, supporting the development of effective strategies for preparing individuals for successful and adaptable careers. Originality/value This study integrates the component of graduate capital with employability, providing a more sophisticated comprehension of employability that surpasses conventional measurements. Having this viewpoint is crucial for higher education institutions to provide graduates with the necessary skills for long-term professional success and flexibility in a continuously changing job market. Furthermore, it provides valuable insights for the creation of educational programs and career services that can effectively equip students with the necessary skills and knowledge to navigate the intricacies of the contemporary labor market.

The Impact of Physical Therapy Postprofessional Education Programs on Productivity in a Large Academic Medical Center.

Emerging evidence shows positive impact of postprofessional physical therapy education (residency and fellowship) specific to participants; however, outcomes on organizational impact are largely unknown. The purpose of this project was to describe the impact residency and fellowship training has on financial metrics. A secondary purpose of this case study was to describe trends associated with higher productivity. Previous studies have demonstrated positive professional behavior and generalized operational impact of postprofessional education. No studies have evaluated the impact of residency and fellowship training on individual physical therapist (PT) productivity. Individual productivity from 191 PTs was collected over a 10-year time frame from a large, ambulatory, rehabilitation department within an academic medical center. Productivity was compared between 4 groups: nonresidency- or fellowship-trained clinicians; residency-trained clinicians; fellowship-trained clinicians; and dual residency and fellowship-trained clinicians. Physical therapists' productivity data were manually extracted retrospectively from operational reports over a 10-year period. Additional data elements extracted included the following: board specialty certification and years employed at the medical center. Data were then categorized as nonresidency/fellowship -trained, residency trained, fellowship trained, or dual residency and fellowship trained. Data were analyzed using descriptive statistics and 1-way analysis of variance (ANOVA). Forty-five clinicians with postprofessional training collectively produced $253,617 more in financial annual return to the organization. Fellowship-trained clinicians demonstrated the highest productivity followed by residency-trained and dual residency and fellowship-trained clinicians. Specialty board certification also positively increased productivity regardless of postprofessional training. Postprofessional training within physical therapy continues to be evaluated in the spectrum of professional development. Evidence supports positive professional behaviors and patient outcomes; however, little is known regarding its impact on productivity metrics. Although no significance was found between the groups with and without postprofessional training, meaningful financial return was demonstrated in clinicians with postprofessional training. The lack of significance may have been influenced by compression because of departmental productivity guidelines. This preliminary data may assist organizations in justifying resources for sustaining and sponsoring future programs.

Exploring the Impact of Zoning Education and Teacher Performance on Student Success in Kendari's Senior High Schools

Purpose of the Study: This research investigates the interplay between the educational zoning system, teacher performance, and student academic achievement in high schools. Given the increasing implementation of zoning policies in Indonesia’s education system, understanding their direct and combined effects on teacher performance and student outcomes is critical for shaping equitable and adequate education policies. Methodology: The study focuses on six high schools in Kendari City, employing a quantitative approach to analyze the relationships between zoning policies, teacher performance, and student achievement. Data were collected through surveys and analyzed using statistical tests, including multiple regression analysis, with a significance threshold of α = 0.05. Main Findings: The results indicate that the educational zoning system positively and significantly impacts student academic outcomes, with a significance value and a contribution of 10.00%. Similarly, teacher performance significantly influences student achievement, with a significance value and a contribution of 10.00%. However, the zoning system does not directly affect teacher performance, as indicated by a non-significant, contributing only 3.4%. When combined, the zoning system and teacher performance significantly influence student achievement (ρ = 0.001), underscoring the complementary nature of policy and teacher effectiveness in improving academic performance. Novelty/Originality of the Study: This study provides new insights into the nuanced relationship between zoning policies and education quality, emphasizing the critical role of teacher performance in mediating policy outcomes and highlighting the importance of integrating zoning reforms with teacher development programs to maximize their collective impact on student achievement.

Prevalence and level of stress among final-year students at a health science institute in Bangladesh

BackgroundFinal-year students studying in various health science institutes are usually very stressed about their studies so that they can complete their studies without any hurdles. This stress can lead to poor academic and professional results because psychological issues such as anxiety and depression are frequently overlooked and not treated. This study aimed to measure the prevalence of stress and also assess the level of stress symptoms among the final year students of health science institute in Bangladesh.MethodsA prospective cross-sectional study involving 134 final-year students of Bangladesh Health Professions Institute (BHPI), which is a well-known health science institute in Bangladesh measured the prevalence of stress and assessed the level of stress symptoms using the Academic Stress Scale (ASS-40). Data was collected through face-to-face interviews and analysed using SPSS software 25.0. Descriptive and inferential statistics were used to analyse the data retrieved from the students. The Pearson correlation coefficient was used to find any deep relation between the levels of stress symptoms of the students with their age.ResultsThe prevalence of stress symptoms among the 134 students was 68.60%. The scenario of having stress symptoms was higher among male students and factors like fear of failure (29.20%), followed by teacher-student relationship/teaching method (28.80%) with addressable factors including personal inadequacy (25.50%) working as a stressor for this students. A negligible association (p > 0.05) was found between the age and the level of stress of the students.ConclusionMore than two-thirds of the students experienced stress symptoms during the final days in their institutions. This implies that the educational system, means of teaching, teaching materials, teachers as well as the services provided by the institutions cannot provide a conducive environment for effective learning as well as creating a secure future for the students as long as they can cope with the academic pressure. A student's educational career is being nipped in the bud due to the weak system of our education and institutional system.

Exploring technical and vocational education and training and its relationship to employment in Nepal: a mixed methods study

This study was conducted to explore the relationship between actors of education and employment systems in Nepali Technical and Vocational Education and Training (TVET) system. The study measured the engagement of actors from both systems in the curriculum process: design, application, and feedback phases. Further, it explained why the actors of these systems have weak relationships in Nepal. This study used an explanatory sequential mixed methods approach. First, we collected the information with 124 TVET experts with at least five years of experience to calculate the linkage index score. Second, we interviewed 15 individuals who were the respondents in the first survey. The survey revealed that although the education and employment system has gradually increased collaboration in the last few years, particularly since 2018, education actors still have more power for decision-making across all three curriculum phases. The study revealed that employers’ lack of meaningful participation in the curriculum design phase impedes them from engaging in the curriculum application and excludes them in the feedback phase. This study contributes an essential insight to bridging a gap between actors of the education and employment system.

Applications of Artificial Intelligence for Non-Psychomotor Skills Training in Health Professions Education: A Scoping Review.

This study explores uses of artificial intelligence (AI) in health professions education for non-psychomotor skills training at undergraduate, postgraduate, and continuing health professions education levels for education program development, delivery, and evaluation. This scoping review was conducted in 5 stages: (1) planning and research, (2) search strategy, (3) screening and selection, (4) review and recording data, and (5) synthesis. Seven bibliographic databases were searched using the main search terms artificial intelligence and continuing health professional education for articles that used AI for the purposes of non-psychomotor skills training for health professions education and involved health care professionals and/or trainees. Databases were searched for articles published from January 1, 2001, to March 26, 2024. The original searches were performed on July 26, 2021, and again on March 26, 2024. Two reviewers independently screened, reviewed, and extracted data. Data extraction was performed using Kern's 6-step curriculum development framework to guide analysis. In total, 9,914 studies related to AI in health professions education for non-psychomotor skills training were screened. Of these, 103 studies were identified that met inclusion criteria. Of these 103 studies, 52 (50%) were cohort studies. The most common learner population was health care professional students (67 studies [65%]). Most studies (76 [74%]) were set in nonclinical settings. Sixty-eight studies (66%) fit under step 6 of Kern's criteria (evaluation and assessment), illustrating that AI is predominantly being used for the purposes of evaluation and assessment of learners and programs. Most studies in the literature illustrate that AI is being applied in a non-psychomotor context to evaluate health professional education programs and assess learners. Additional opportunities to use AI in curriculum design and implementation could include identification of learning needs for training, personalizing learning with AI principles, and evaluating health care professional education programs.

Collaborative Core Curriculum Initiative: Alignment With Nursing Professional Development Roles.

Multiple intensive care units shared core knowledge, skills, and competencies but provided separate orientations leading to inconsistencies in practice, variations in onboarding, and poor use of resources. In this article, the methods of aligning the nursing professional development practitioner roles to the process of standardizing a core curriculum are described. This collaborative initiative sought to increase the knowledge and comfort of the new nurses while setting precedence for collaboration with educational endeavors between the units.

Assessment of health and safety knowledge among teachers of public schools

ABSTRACT Background: This study assessed the knowledge and safety practices of public-school teachers in the Emirate of Sharjah, United Arab Emirates (UAE). The education system in the UAE is relatively new and has been the subject of academic debate for the past decade. Safety awareness refers to perceptions and assessments of the abilities and responsibilities of employees to mitigate risks in the workplace. This study assessed safety related to educational institutions, the efficiency of the safety training process imparted by the stakeholders for the teachers, and the extent to which schools in Sharjah are applying and are committed to the safety standards, policies, and procedures. Methods: A cross-sectional study design was used that encompassed public schools in the Emirate of Sharjah, UAE. Data were collected from 271 respondents using an online questionnaire prepared in English, Arabic, or Chinese. Results: The results revealed that more than 90% of the respondents had strong knowledge and awareness of health and safety in their workplace, specifically within the school community. Social demographic factors were not associated with this awareness, except for the perceived importance of occupational health and safety. Sex is a significant factor in awareness of the importance of health and safety of employees and students (P < 0.019). Conclusion: We conclude that there is excellent awareness of occupational health and safety among teachers in the education sector in the Emirate of Sharjah, UAE. The results of this study emphasize the importance of safety policies, safety training, and safety committees to improving safety culture at educational institutions.

Primary school children’s oral hygiene knowledge assessed with different educational methods: a cross-sectional study

BackgroundDifferent educational methods play an important role in oral hygiene education programs. This study aims to evaluate the impact of various educational methods on the oral hygiene knowledge of primary school children.MethodsA total of 490 primary school students participated in this cross-sectional study. The students were assigned to one of three groups: a verbal explanation group, an animation group, or a peer-led reels group. Before and after the intervention, the students completed questionnaires assessing their oral hygiene knowledge.ResultsA significant increase was observed in the post-educational knowledge levels of the children in three educational methods (p < 0.001). The study found that the main effect of educational methods was statistically significant (p < 0.001). However, effects of gender, and tablet/mobile phone use, respectively, were not statistically significant (p = 0.694, p = 0.641). The animation group (6.73) and the verbal expression group (6.57) had the highest post-training knowledge levels, respectively, while the peer-led reels group had the lowest (5.95) (p < 0.001).ConclusionsAll three educational methods are effective in promoting oral hygiene, but due to the accessibility and consumption of information in the current technological era, animation videos may be more useful and suitable for modern education.Trial registrationID: NCT06569745; Date: 21.08.2024; ‘retrospectively registered’.

Effectiveness of a multicentre randomized controlled trial with three different nurse-led intervention management programmes for patients with heart failure: the main results of the MEETinCY study.

A single-blinded, multicentred randomized controlled trial (RCT) was employed to examine the effectiveness of a 3-month telephone follow-up, a telephone follow-up with education before discharge, or education only before discharge on the heart failure (HF) knowledge, HF self-care management, and health-related quality of life (HR-QoL) in patients with HF by a nurse specialist. This is a multicentre RCT with three different intervention groups (IGs) and one control group. Participants in the first IG received education on HF self-management principles before discharge. The second IGs were enrolled to a 3-month telephone follow-up educational programme in addition to the pre-discharge educational session. The third IG received the telephone follow-up intervention only for 3 months. A total of 357 patients with HF were enrolled to the study of whom 262 participants completed the intervention. Outcome measures included HF-related QoL, HF self-care, and HF-related knowledge. Intervention effects were analysed using the Cohen d (rm) coefficient for repeated measurements and ANCOVA. There was a significant improvement in the physical dimension of the HR-QoL (F = 2.7, df = 3, P = 0.046) between the control group and in-person education group. In HF-related self-care, the telephone component alone or in combination with in-person education led to greater improvement than the control group (F = 3, df = 3, P = 0.034). Self-care practices were improved in the education and telephone arms as compared to the control group (P = 0.002). Education and telephone support on self-care management may improve the physical dimension of HR-QoL. ClinicalTrials.gov: NCT01905176.

Assessing the role of medical entomology in general medicine education in Iran: expert perspectives and curriculum implications

IntroductionThe Ministry of Health, Treatment and Medical Education in Iran has tried integrating the primary science curriculum with the clinical program. This means educational reform has been implemented in most medical schools in Iran. In the study of the medical entomology Discipline, prioritization of educational needs, and determination of appropriate solutions to improve the status of the entomology Discipline in the Faculty of Medicine and Health, the basis of experts’ opinions were examined and analyzed. Objetivo: Insert the subject of medical entomology into the Medicine Discipline at the Faculty of Medicine and Health.MethodologyThe Nominal Group Technique (NGT), which was the papers for recording the opinions of the professors, was done after the focus group. In the focus group, the professors discussed the results obtained from the NGT. This method used the Delphi technique to exchange opinions (disagreement and consensus of experts).ResultsAccording to the findings of this study, after two technical sessions of the Nominal group, the weak and strong points and required subjects for revision of the chapters of the medical entomology curriculum were determined. Medical entomology in Iranian universities of medical sciences is one of the important topics of medical parasitology Disciplines for general medical students because it provides information about Disease-vector insects and ways to control them (Results two rounds of Delphi).ConclusionThe educational program of the entomology Discipline needs to be revised and evaluated after the implementation of the revised program.

Development of the Home Hospice Nursing Care Scale to Support End-of-Life Patients With Cancer and Evaluation of its Reliability and Validity.

This study aimed to develop the "Home Hospice Nursing Care Scale" to assess the care provided by visiting nurses to patients with end-stage cancer and evaluate its reliability and validity. A draft of the scale was created based on a descriptive survey conducted among oncology nurse specialists and certified oncology nurses working as home-visit nurses. A questionnaire survey was administered to 1,770 home-visit nurses working at 296 functionally strengthening home-visit nursing establishments. A total of 436 valid responses were obtained (valid response rate: 24.6%). Exploratory factor analysis identified 5 factors comprising 40 items: care that supports the values of the patient and their family members, partnership involving the patient and their family members to maintain home care, care that allows for living with loved ones until end of life, care that supports the daily lives of family caregivers, and care that reconciles the feelings of those involved. Confirmatory factor analysis demonstrated that the goodness-of-fit indices of the model were as follows: GFI = 0.846, AGFI = 0.828, CFI = 0.915, and RMSEA = 0.050. Cronbach's α coefficients ranged from 0.77 to 0.93. Criterion-related validity was verified by the Healthcare Professionals' Attitudes towards Terminal Home Care Scale and Difficulties with Home Palliative Cancer Care Scale. The reliability and validity of the scale was verified, which demonstrates its utility. Future challenges include analyzing factors related to home hospice nursing care and developing an educational program based on the future study. Key words: home hospice, end-of-life, cancer, nursing, scale development, reliability, validity.