Context Of Education Research Articles

ABSTRACT Digital storytelling is an innovative pedagogical approach that can contribute to more engaged teaching and learning. Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of digital stories in education or the effective design of digital stories specifically for educational settings. This paper aims to explore the perception of pre-service early childhood education teachers in designing digital stories by employing qualitative research. This research involved the researcher working independently on an in-class project with 45 second-year undergraduate students. The pre-service early childhood education teachers were required to create a digital story on child safety. The findings from the thematic analysis suggest that the pre-service teachers held favorable views regarding developing digital stories. Four themes emerged from the analysis of the pre-service teachers’ reflections and the researcher’s observation notes. The themes were: (i) creating digital stories generates impactful experiences for pre-service early childhood education teachers, (ii) self-empowerment through digital storytelling, (iii) technology integration in pedagogical innovation, and (iv) qualities of good digital stories. Ultimately, this research contributed to advancing innovations in teaching and learning within the context of early childhood education.

Introduction: Simulation-based interprofessional (IP) education programs at the undergraduate level remain limited both worldwide [1] and within the Portuguese educational context [2]. The LINKS workshop - Lifting INterprofessional Knowledge through Simulation - is a novel initiative designed for IP teams of healthcare students (medicine and nursing). It aims to enhance team-based behavioural competencies that are essential for effective IP teamwork. This pilot study aims to assess the impact of the LINKS workshop on communication skills within IP undergraduate teams. Methods: This quasi-experimental study involved final-year medical and nursing students participating in a 4-hour, simulation-based IP workshop. Working in mixed teams, students managed two clinical scenarios designed to promote interprofessional communication, each offering equivalent challenges and opportunities to practice key communication strategies. Each scenario was followed by a structured debriefing led by experienced facilitators, focusing on teamwork skills, including key communication strategies. A total of thirteen IP teams participated. The scenarios were video recorded for subsequent analysis of the teams’ performance. Interprofessional communication was assessed using an observational tool for monitoring non-technical skills [3], focusing on four communication strategies: (1) iSBAR (e.g., identification, situation, background, assessment and request/recommendation); (2) cross-checks; (3) closed-loop communication; and (4) summaries/time-outs. Four independent observers reviewed the recordings and scored team performance on each communication skill, using a 3-points scale: 0 - Not observed; 1 - Observed but inconsistent or incorrect use; 2 - Observed consistently and correctly used. The Wilcoxon signed-rank test was used to compare performance in both scenarios. Inter-rater reliability was assessed using Cronbach’s alpha. This study was approved by the ethical committee of the Faculty of Medicine of the University of Porto, and written informed consent was obtained from all participants. Results: Internal consistency of communication strategies scores was acceptable (Cronbach 0.7 ≤ α < 0.8), for both scenarios. Statistically significant improvements were observed in all four communication strategies and in the overall communication score between the two scenarios (p<0.05, Figure 1). Discussion: Teams demonstrated improved use of communication strategies in the second scenario, suggesting a positive effect of the IP simulation activity combined with a structured debriefing. This pilot study reinforces the value of simulation-based IP educational at the undergraduate level in clarifying professional roles and enhancing team communication. Continued implementation of such programs within clinical training can foster essential teamwork competencies and drive meaningful curriculum reform, preparing students for effective collaborative practice in healthcare settings. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Purpose This study aims to investigate Vietnamese teachers’ digital competence, specifically their ability and readiness to integrate educational technology into language teaching. Utilizing a qualitative lens, it seeks to uncover teachers’ lived experiences, highlighting both opportunities and challenges associated with technology integration in their pedagogical practices. By examining contextual factors such as professional development, infrastructure and institutional support, the study intends to generate empirical insights that address existing research gaps related to the localized experiences of Vietnamese English teachers. Ultimately, it provides evidence-based recommendations to inform policies and practices, fostering effective and sustainable technology-enhanced language teaching in Vietnamese educational contexts. Design/methodology/approach This qualitative study employs an interpretative phenomenological approach to explore the lived experiences of Vietnamese language teachers regarding educational technology integration. Data collection involved in-depth, semi-structured interviews with language teachers selected through purposive sampling, ensuring participants possessed relevant teaching experience and varied technology proficiency levels. Thematic analysis was utilized for data interpretation, guided by established frameworks such as the technological pedagogical content knowledge model. To ensure rigor, strategies such as member checking, reflexivity and researcher triangulation were implemented. Ethical considerations, including informed consent and confidentiality, were strictly observed to uphold participants’ anonymity and maintain the credibility and trustworthiness of the findings. Findings Findings reveal that teachers possess basic technological competencies and familiarity with common digital tools, but demonstrate limited adoption of advanced educational technologies. Key barriers identified include persistent technical issues, insufficient professional development, infrastructural limitations and inadequate institutional support. Teachers reported frustration from recurrent technical disruptions and limited training opportunities tailored to their practical classroom needs. Additionally, an absence of systematic professional guidance hindered strategic integration of innovative technologies. These constraints underscore the urgent need for comprehensive, targeted professional development, improved technological infrastructure and sustained institutional backing to facilitate meaningful, innovative and effective integration of technology into teaching practices. Originality/value This study provides significant localized empirical insights into Vietnamese teachers’ experiences with educational technology integration – an under-researched area in current EdTech literature. It highlights the specific challenges faced by language educators in Vietnam, offering a critical perspective on the urgent need for systematic institutional support and targeted professional development programs tailored to local contexts. By addressing these research gaps and offering concrete, actionable recommendations for policymakers, educators and administrators, the research contributes meaningfully to both national policy discourse and international scholarship, supporting practical advancements in sustainable, context-sensitive integration of technology into language education practices.

Culturally-responsive AI mentorship agents represent a substantial change in educational technology, addressing critical gaps between personalized learning systems and students' psychological needs for belonging. This research presents a comprehensive framework integrating multi-agent architectures with identity-affirming interaction mechanisms to cultivate deep belonging across diverse student populations. Through a mixed-methods empirical study involving 120 participants from three distinct cultural groups over six months, we demonstrate that culturally-adaptive AI mentors achieve 34.7% higher belonging scores compared to culturally-neutral systems. The framework employs dynamic cultural profiling, identity-safe feedback strategies, and personalized belonging interventions adapted from established psychological research. Statistical analysis reveals significant mediation effects where cultural responsiveness influences academic outcomes through enhanced belonging (β = 0.412, p < 0.001). Implementation across educational contexts shows differential effectiveness patterns, with underrepresented groups experiencing 42.3% greater benefit from culturally-responsive features. This work establishes theoretical foundations and practical guidelines for deploying AI mentorship systems that strengthen rather than diminish human connection in digital learning environments.

Introduction: Autism is characterised by lifelong differences in communication, behaviour, and social interaction [1]. Despite growing recognition of autistic individuals in healthcare professions [2], little is known about supporting autistic learners in simulation-based healthcare education (SBHE). This scoping review aimed to identify existing research on autistic learners in SBHE, map the current evidence base, and identify gaps to inform future research and educational practice. Methods: We conducted a formal scoping review following PRISMA-ScR guidelines in May 2024 [3]. A comprehensive search strategy was developed with assistance from a research librarian, and the protocol was prospectively registered with the Open Science Framework on 12 April 2024. Eligibility criteria included studies involving autistic learners in simulation-based healthcare education contexts. We searched multiple databases between 1 January 2000 and 15 May 2024, identifying 1457 potentially relevant articles. Results: Despite a thorough search, no studies met our inclusion criteria, revealing a significant gap in the literature regarding autistic learners in SBHE. Through synthesis of related evidence from autism in higher education and healthcare settings, we identified potential challenges autistic learners may face in SBHE: sensory over-responsivity [1], difficulties with interpersonal communication underpinned by the ‘double empathy problem’ [3], imagination differences affecting suspension of disbelief, and distinct information processing patterns including weak central coherence. Discussion: We suggest adapting the Autistic SPACE framework [2] - originally developed for supporting autistic patients - to address the needs of autistic learners in SBHE. This approach emphasises considerations for Sensory needs, Predictability, Acceptance, Communication, and Empathy, providing structured recommendations for creating more inclusive simulation environments. Further research directly examining the experiences of autistic learners in SBHE is urgently needed to develop evidence-based support strategies. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Storytelling is a universal practice that transcends cultural and religious boundaries, serving as a vital pedagogical tool in Christian Religious Studies (CRS) and African Traditional Religion (ATR). This paper explores how storytelling can bridge cultural narratives in educational contexts, fostering interfaith dialogue, cultural integration, and moral development in pluralistic African societies. Through a comparative analysis of narrative structures, thematic overlaps, and pedagogical strategies, the study highlights the transformative potential of integrating CRS and ATR storytelling into religious education curricula. The paper proposes context-specific strategies for educators to leverage storytelling in promoting mutual understanding and social cohesion. The findings underscore the role of storytelling in navigating religious pluralism, enhancing student engagement, and fostering inclusive educational environments.

The study of the history and foundational concepts of learning psychology within the context of Islamic Religious Education (Pendidikan Agama Islam, PAI) is essential for understanding the theoretical basis of instructional strategies rooted in Islamic values. This research aims to trace the evolution of learning psychology and to elucidate its core concepts relevant to Islamic education. The study employs a library research method with a qualitative descriptive approach by analyzing classical and contemporary literature on learning psychology and its connection to PAI. The analysis reveals that the development of learning psychology originates from classical philosophy, Islamic thought in the medieval period, and extends to modern theories encompassing behaviorist, cognitive, social, and humanistic approaches. In the context of PAI, fundamental concepts of learning psychology include relatively permanent behavioral changes, cognitive processes, intrinsic and extrinsic motivation, and the influence of social experience. The Islamic perspective enriches these approaches with a spiritual dimension aimed at nurturing knowledgeable, faithful, and morally upright individuals in accordance with the teachings of the Qur’an and Sunnah. These findings highlight the importance of integrating the principles of learning psychology with Islamic values in the development of curriculum, learning strategies, and future research directions in PAI.

With the emergence of the widely accessible ChatGPT, teaching and assessment now face new challenges, particularly regarding the use of Artificial Intelligence (AI) tools. This paper presents a teaching experiment on the preparation of summaries of the short story “O tradutor ideal” [“The ideal translator”], by São Toméan writer Olinda Beja, based on answers provided by ChatGPT-4 and summaries produced by Chinese students in a Portuguese as a Foreign Language degree class. The methodology combines a qualitative analysis of student texts to identify AI’s influence with a longitudinal study of ChatGPT’s responses over a one-year period, aimed at observing the chatbot’s evolution. The study evaluates the potential and limitations of AI in summarizing lesser-known literary texts that are difficult to access online. Results highlight the importance of meeting challenges posed by new AI technologies without violating ethical principles. In the case of emerging literature in Portuguese, ChatGPT still shows several limitations, producing summaries that lack fidelity to the original text and literary and cultural depth. However, there has been an evolution in the responses of these Large Language Models (LLM) from April 2024 to April 2025, the period in which the study was carried out. The research highlights the need for critical reflection on the use of AI in educational and academic contexts, particularly in the teaching of literature, reinforcing the importance of adopting an ethical approach. It also emphasizes the need to closely examine the use of AI, particularly in research on Portuguese-speaking African literatures and summary writing.

Traditional didactic teaching approaches fall short of adequately supporting diverse student learning styles. Complementing didactic teaching approaches with simulation-based experiential learning can bridge the gap between theoretical knowledge and practical application. However, few studies have rigorously examined the outcomes of this approach in global health education and training. This study describes participants’ self-reported experiences with the World Health Assembly Simulation (WHA SIM), a complex hybrid simulation consisting of a three-day educational exercise, including a tabletop exercise followed by live-action role play, designed to simulate practical global health governance settings. We conducted a descriptive, sequential exploratory study between September 2022 and July 2023, beginning with an anonymous pre-simulation survey among undergraduate students in the Faculty of Health at York University, followed by qualitative post-simulation interviews. The survey included questions on participants’ background, comfort, and confidence in key practice skills and experiences with simulation-based learning. Data was analyzed using simple descriptive statistics for the quantitative data and a framework analysis for qualitative data. Among 39 survey respondents, 18 were interviewed. Participants for interviews were selected through snowball sampling to ensure diverse perspectives. Participants reported feeling more confident in a range of skills, including research capabilities, critical analysis, time management, and organizational effectiveness. They also described increased confidence in interpersonal communication, public speaking, networking, collaboration, and leadership. Several participants reflected on gaining a deeper appreciation of complex global health issues and noted the simulation provided valuable career-relevant insights. Findings highlight the value of simulation-based experiential learning as perceived by undergraduate students in health and science-related degree programs. While this study does not objectively measure knowledge acquisition or skill mastery, it illustrates how the WHA SIM can support confidence and reflective learning in global health education and training contexts.

Private tutoring (shadow education) has become prevalent in many contexts, particularly in those with an examination-oriented education system. The prevalence of shadow education entails attention to private tutors’ professional development (PD), given its impact on tutors’ career commitment and consumer confidence. This narrative inquiry, underpinned by sociocultural theory, explores the dynamic PD of an English as a foreign language (EFL) tutor, Jane, in Mainland China. Constructed from narrative interviews, tutoring materials and WeChat dialogues, Jane’s narrative demonstrates her limited PD, evident PD and self-directed PD successively across career stages. Throughout the pathway, Jane constantly built knowledge on examination-oriented curriculum and instruction, upgraded pedagogical practice from question-and-answer format to tailored instruction and shifted attitude from feeling unsupported to professionally motivated. The narrative also unravels personal, institutional and social contextual factors facilitating and restraining her PD, especially the ongoing ‘Double Reduction’ policy. This paper sheds light on private tutors’ careers before and during policy constraints and offers implications for developing effective PD initiatives in the shadow education context.

Nonverbal tests assess cognitive ability in multicultural and multilingual children, but language-based instructions disadvantage non-proficient children. This is a growing concern worldwide due to the increasing number of multilingual classrooms. The tablet-based FLUX (Fluid Intelligence Luxembourg) test was developed within a highly multicultural and multilingual educational context to offer not only nonverbal test content but also language-fair animated video instructions. A total of 703 third graders (Mage = 8.85, SD = 0.66; 48.8% females, 51.1% males, 0.1% with no gender specified) were included in the standardisation sample and were assessed with tasks measuring figural fluid intelligence, quantitative fluid intelligence, visual processing and short-term memory. The test proved sufficiently reliable (FLUX Full-scale: McDonald’s Omega = 0.94; split-half = 0.95). Test fairness was ensured by analysing each item for Differential Item Functioning (DIF) on children’s background characteristics (language spoken at home, socioeconomic status, gender). Its factorial structure was confirmed using Confirmatory Factor Analysis (CFA). Further validity evidence was provided by determining its concurrent and criterion-related validity (correlations with a test of cognitive ability and educational achievement scores). Research implications and future prospects in promoting equal opportunities in a heterogeneous multilingual educational context are discussed.

The integration of information and communication technology (ICT) in education has been widely acknowledged for its potential benefits. However, there is limited understanding of the factors influencing ICT integration among Chinese music teachers. This research explored technology acceptance amongChina'smusic teachers via the unified theory of acceptance and use of technology (UTAUT) to bridge existing knowledge gaps. A survey was conducted with 83 music teachers who used ICT in their teaching. Partial least squares structural equation modelling with effect size estimation revealed that Chinese music teachers' Behavioural Intention to use ICT was the strongest predictor of their actual Usage Behaviour. Performance Expectancy, Social Influence, and Facilitating Conditions positively influenced Behavioural Intention but did not directly impact Usage Behaviour, suggesting an indirect effect through shaping teachers' willingness to use ICT. Effort Expectancy had no effect on either Behavioural Intention or Usage Behaviour, though multigroup analysis revealed this relationship varied by teacher age and experience. This study demonstrates the applicability of the UTAUT model in understanding ICT integration among Chinese music teachers. The findings highlight the need to prioritise demonstrating benefits of ICT, creating supportive environments, and providing adequate resources and training for ICT in music education, with implementation strategies tailored to teachers' demographic characteristics. These findings suggest potential strategies for fostering technology integration in music education contexts.

This study investigated how music education activities integrated into bookstore culture can enhance cultural literacy, customer engagement, and employee development, using Sisyphe Bookstore in Qingdao, China as a case. Drawing on theoretical frameworks from social learning, behaviorism, and multiple intelligences, the research examines the cognitive and social mechanisms by which music activities influence both patrons and staff. A mixed-methods design was employed, combining surveys (n = 45 customers; n = 6 employees) with semi-structured interviews. Findings indicate that music education activities improved customers’ musical literacy, heightened their enjoyment and loyalty to the bookstore, and fostered greater interest in music-related products. Employees reported increased job satisfaction, creativity, and teamwork, while also gaining musical knowledge. Both groups emphasized the value of practice-based learning, collective participation, and the creation of a socially enriching atmosphere. Results align with prior research on music’s role in shaping consumer behavior, workplace satisfaction, and cultural identity. This study contributes to the cognitive sciences of music by showing how informal educational contexts—such as bookstores—can serve as platforms for music learning and cultural engagement. Implications extend to music education practice, retail innovation, and community-based cultural development. Limitations include the single case-study design and reliance on self-reported data. Future research should examine cross-cultural bookstore contexts and employ longitudinal measures.

In the Democratic Republic of Congo (DRC), diploma fraud and document forgery remain significant challenges, undermining trust in educational credentials and creating barriers for graduates in both local and international job markets. Traditional manual verification processes are often slow, opaque, and prone to manipulation. This research proposes a novel blockchain-based framework to ensure secure, immutable, and transparent verification of academic diplomas in the DRC. By leveraging the decentralized and tamper-proof nature of blockchain technology, the system guarantees the integrity and authenticity of issued diplomas, thereby eliminating reliance on fragile paper records and reducing administrative bottlenecks. The framework integrates smart contracts to automate verification requests and responses, ensuring that only authorized institutions can issue and validate academic credentials. The proposed architecture employs a permissioned blockchain, tailored to meet privacy and scalability requirements within the Congolese higher education context. Through rigorous system modeling and a prototype developed in Python, the research demonstrates how diploma issuance, storage, and verification can be seamlessly managed on a distributed ledger. Performance evaluations show the system’s resilience against common security threats such as data tampering and unauthorized access. The framework also offers substantial cost and time savings over legacy systems. Furthermore, fostering trust among employers, educational institutions, and graduates contributes to improving the overall quality and competitiveness of the Congolese workforce. This study not only addresses the pressing issue of credential fraud in the DRC but also serves as a blueprint for other developing countries grappling with similar challenges. Future work includes integrating decentralized identity (DID) standards and exploring interoperability with international credential verification platforms to broaden the system’s applicability and impact.

The integration of information and communication technology (ICT) in education has been widely acknowledged for its potential benefits. However, there is limited understanding of the factors influencing ICT integration among Chinese music teachers. This research explored technology acceptance among China’s music teachers via the unified theory of acceptance and use of technology (UTAUT) to bridge existing knowledge gaps. A survey was conducted with 83 music teachers who used ICT in their teaching. Partial least squares structural equation modelling with effect size estimation revealed that Chinese music teachers’ Behavioural Intention to use ICT was the strongest predictor of their actual Usage Behaviour. Performance Expectancy, Social Influence, and Facilitating Conditions positively influenced Behavioural Intention but did not directly impact Usage Behaviour, suggesting an indirect effect through shaping teachers’ willingness to use ICT. Effort Expectancy had no effect on either Behavioural Intention or Usage Behaviour, though multigroup analysis revealed this relationship varied by teacher age and experience. This study demonstrates the applicability of the UTAUT model in understanding ICT integration among Chinese music teachers. The findings highlight the need to prioritise demonstrating benefits of ICT, creating supportive environments, and providing adequate resources and training for ICT in music education, with implementation strategies tailored to teachers’ demographic characteristics. These findings suggest potential strategies for fostering technology integration in music education contexts.

Despite the rapid evolution of digital pedagogy, Students with Upper Limb Motor Impairments (USULMI) continue to encounter difficulties accessing Educational Support Tools (ESTs), particularly WhatsApp and Google Meet. This study introduces Ewoxa Meet, a Windows-based, speech-controlled hybrid application designed to enable independent, multilingual interaction with these tools under variable connectivity conditions. In this study, we adopted an enhancement-driven methodological paradigm that embeds a Design-Based Research (DBR) approach with Agile methodology under a consolidated framework. We conducted performance tests by executing 120 speech commands across three internet scenarios, alongside usability testing with 17 university students via the System Usability Scale (SUS). The developers’ assessment confirmed technical stability across diverse usage conditions, with no crashes or forced terminations observed, achieving a near-optimal successful execution rate of 98% for speech commands in target ESTs. The results indicated an overall mean reaction time of 1.92 ± 0.69 s, with stable internet achieving an average of 1.39 ± 0.27 s, weak connectivity extending to 2.74 ± 0.39 s, and offline mode yielding 1.64 ± 0.41s. Field usability testing produced a mean SUS score of 79.41 with a Cronbach’s Alpha (α = 0.821), indicating high reliability and strong user satisfaction. Ewoxa Meet consequently illustrates resilient accessibility through multilingual speech control, adaptive connectivity, and a cognitively transparent interface. Moreover, these integrated methodologies scale the development of inclusive Assistive Technologies (ATs). Future work will endeavor to integrate more ESTs and investigate long-term implementation in diverse educational contexts.

This study aims to examine the relationship between Perceived Organizational Support (POS) and Job Satisfaction among contract educational staff at Universitas Negeri Padang (UNP). POS refers to employees' beliefs regarding the extent to which the organization values their contributions and cares about their well-being, while job satisfaction reflects an individual’s positive or negative attitude toward their work. A quantitative approach with a correlational design was employed. The population consisted of 488 contract staff, with a sample of 208 respondents selected through simple random sampling. Data were collected using the Perceived Organizational Support Scale developed by Eisenberger et al. (1986) and adapted by Syahputra et al. (2022), as well as the Job Satisfaction Survey (JSS) by Spector (1994), translated by Junaedi and Aisyah (2021). Data were analyzed using Spearman Rank correlation due to the non-normal distribution of the data. The results show a strong and significant positive relationship between POS and job satisfaction (ρ = 0.795; p < 0.001), indicating that higher perceived organizational support is associated with higher job satisfaction among contract staff. These findings support Organizational Support Theory and emphasize the critical role of organizational support in enhancing employees' psychological well-being and positive work attitudes. Theoretically, this study reinforces the literature on the POS–job satisfaction relationship within the higher education context, while practically offering recommendations for UNP’s management to develop human resource policies that are more supportive of contract employees.

Artificial Intelligence (AI) has rapidly transformed the field of education by enabling personalized learning, automated assessment, intelligent tutoring systems, and data-driven decision-making. While these innovations offer significant benefits, they also raise complex ethical challenges that demand careful consideration. This paper explores the ethical implications of AI integration in education, focusing on issues such as data privacy, algorithmic bias, transparency, accountability, and the potential loss of human interaction in the learning process. It examines how AI systems can inadvertently reinforce existing inequalities and questions the extent to which educational decisions should be delegated to machines. Furthermore, the study discusses the responsibility of educators, policymakers, and developers in ensuring that AI tools are used fairly, responsibly, and inclusively. By analyzing current literature and real-world case studies, this research aims to propose guidelines for ethical AI implementation in educational contexts, emphasizing the balance between technological advancement and moral responsibility.

Investigating standardized criteria to evaluate the impact of agro-healing programs on psychological and interpersonal outcomes: Utilizing normalization methods.

Although digital technology has been widely adopted in English language instruction, existing research often emphasizes general applications or large-scale platforms without closely examining how specific digital tools function within the context of vocational education. Most prior studies have focused on university students or general high school populations, with limited attention to how audio and visual elements in applications like Memrise influence motivation and vocabulary acquisition among vocational students. Furthermore, while Memrise has been recognized for its gamification and multimedia features, few empirical studies explore how these features interact with the unique learning needs, habits, and infrastructural challenges faced by students in vocational schools, particularly in rural or under-resourced settings. The lack of in-depth, context-specific studies examining the practical integration of Memrise into structured classroom routines—especially using qualitative insights—creates a significant gap in the literature. This study addresses that gap by exploring the perceptions and experiences of Class X students at SMKN 3 Metro, focusing on how Memrise’s visual, audio, and gamified elements affect motivation and vocabulary learning within a vocational education framework.