Development Of Education Research Articles

Recent developments in higher education in Africa: partnerships for knowledge transformations

PurposeThis paper explores some of the recent developments and transformations in Africa's higher education.Design/methodology/approachIt employs an extensive review of literature based on some dominant thematic areas characterizing the main trends and developments in Africa's higher education.FindingsThe paper mainly highlights the impacts of academic partnerships on these transformations, with a focus on research, postgraduate training, mobility and some new intra-African initiatives. Following the unprecedented effects of the COVID-19 pandemic, digitalization comes out as an important turning point for Africa's higher education, which should be exploited for more opportunities. The paper calls for collaborative efforts to address the challenges facing Africa's higher education for the repositioning of Africa as a meaningful player in the unfolding global knowledge society.Practical implicationsThe outcomes could be useful to researchers focused on international education, policymakers and higher education leaders and international development partners working on higher education in Africa. It could also be useful for structuring future collaborations between Africa and other regions of the world.Social implicationsThe paper calls for enhanced and mutually beneficial collaborations and disruption of the imbalances that have characterised North–South collaborations. It proposes some possible approaches and alternatives that could be used for redress.Originality/valueThe paper is original and relies on some of the new developments in Africa, including the impacts of COVID-19 and digitalization on the future of higher education collaborations with Africa.

Faculty as Teachers: Career Development for the Clinician-Educator.

Clinician-Educators are the primary faculty in academic anesthesiology departments. These individuals assist with the departmental mission of clinical care and of education. Despite the critical role of the clinician-educator, academic advancement for these individuals has been difficult with the criteria for promotion continuing to evolve. The problem lies in the documentation of clinical and educational excellence in a means that a promotion committee may understand. Faculty development and advanced degrees in education have been helpful with the success of programs remaining unclear.

Recipes for institutional adoption of a teacher-driven learning analytics tool

The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises solutions to these challenges for educators, including by personalising learning support and experiences, streamlining data capture and analyses, and providing teachers with new, efficient teaching approaches. However, reports of these impacts, or widespread adoption of learning analytics, or even examples of cross-institutional collaboration are sparse. We argue that this may be because of a lack of educator-driven learning analytics tools that meet their felt needs, and present case studies from three Australian universities that have collaborated to implement such a tool. This tool, the Student Relationship Engagement System (SRES), empowers educators to collect, collate, analyse, and use student engagement and success data that they consider meaningful for their particular contexts. Developed by unfunded educators and widely adopted through collegiate recommendations, the SRES enables personalisation and targeting of student learning and support using relevant data, fostering positive student-teacher relationships and enhancing student engagement. Using the three case studies as a backdrop, we present a revised learning analytics adoption framework focussing on strategy, structure, support, and impact, and use this framework to systematically evaluate the implementation of the SRES at the three institutions to derive ‘recipes’ for adopting an educator-focussed learning analytics platform. We also discuss three core themes emerging from the case studies, around the needs of academics, the role of academic and educational developers, and flexible and agile information technology practices.

Navigating the ethical landscape of artificial intelligence in radiography: a cross-sectional study of radiographers’ perspectives

BackgroundThe integration of artificial intelligence (AI) in radiography presents transformative opportunities for diagnostic imaging and introduces complex ethical considerations. The aim of this cross-sectional study was to explore radiographers’ perspectives on the ethical implications of AI in their field and identify key concerns and potential strategies for addressing them.MethodsA structured questionnaire was distributed to a diverse group of radiographers in Saudi Arabia. The questionnaire included items on ethical concerns related to AI, the perceived impact on clinical practice, and suggestions for ethical AI integration in radiography. The data were analyzed using quantitative and qualitative methods to capture a broad range of perspectives.ResultsThree hundred eighty-eight radiographers responded and had varying levels of experience and specializations. Most (44.8%) participants were unfamiliar with the integration of AI into radiography. Approximately 32.9% of radiographers expressed uncertainty regarding the importance of transparency and explanatory capabilities in the AI systems used in radiology. Many (36.9%) participants indicated that they believed that AI systems used in radiology should be transparent and provide justifications for their decision-making procedures. A significant preponderance (44%) of respondents agreed that implementing AI in radiology may increase ethical dilemmas. However, 27.8%expressed uncertainty in recognizing and understanding the potential ethical issues that could arise from integrating AI in radiology. Of the respondents, 41.5% stated that the use of AI in radiology required establishing specific ethical guidelines. However, a significant percentage (28.9%) expressed the opposite opinion, arguing that utilizing AI in radiology does not require adherence to ethical standards. In contrast to the 46.6% of respondents voicing concerns about patient privacy over AI implementation, 41.5% of respondents did not have any such apprehensions.ConclusionsThis study revealed a complex ethical landscape in the integration of AI in radiography, characterized by enthusiasm and apprehension among professionals. It underscores the necessity for ethical frameworks, education, and policy development to guide the implementation of AI in radiography. These findings contribute to the ongoing discourse on AI in medical imaging and provide insights that can inform policymakers, educators, and practitioners in navigating the ethical challenges of AI adoption in healthcare.

CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION

This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students

Optimization of teaching methods and allocation of learning resources under the background of big data

In the context of the wide application of big data technology, it is particularly important to optimize the allocation of teaching methods and learning resources. This study first expounds the key role of big data in the optimization of teaching methods and the allocation of learning resources, and emphasizes how big data technology promotes the transformation and development of education and teaching models. Based on the analysis of traditional models of teaching method optimization and learning resource allocation, this study proposes a new model driven by big data. By accurately identifying students’ learning needs and behavior patterns, the model optimizes teaching methods and allocation of learning resources. This study introduces the whole process of data collection, cleaning, analysis and modeling. In the process, it shows how big data can be integrated, analyzed, and applied to further support the construction and validation of models. Through empirical research and effect evaluation, this study proves the validity of the model of teaching method optimization and learning resource allocation driven by big data, and demonstrates how big data can promote educational equity and improve educational quality.

The Media and Sexual Violence Among Adolescents: Findings from a Qualitative Study of Educators Across Vietnam.

Growing access to technology and media has presented new avenues of influence on youth attitudes and norms regarding sexuality and sexual violence, as well as new technological pathways through which to perpetrate sexual violence. The aim of this research was to understand contextual influences on and needs for scale-up of sexual violence prevention programming in the media-violence context of Vietnam. We conducted 45 interviews with high school teachers (n = 15), university lecturers (n = 15), and affiliates from youth-focused community service organizations (n = 15) from across Vietnam. Additionally, we conducted four sector-specific focus groups with a sub-sample of interview participants (k = 4, n = 22). Media and technology were brought up consistently in relation to sexual violence prevention and sexual health information. Key informants noted that, in Vietnam, generational differences in acceptability of sex and lack of comprehensive sexuality education intersect with new technological opportunities for exposure to sexual information and media. This creates a complex landscape that can promote sexual violence through priming processes, instigate mimicry of violent media, and presents new opportunities for the perpetration of sexual violence though technology. Development of comprehensive sexual education, including violence prevention education, is imperative, with consideration of age-specific needs for Vietnamese youth.

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.

National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat

Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).

“It would be nice to have more than basic support”: A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region

BackgroundThe provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education. AimTo identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs. MethodsAn online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings. FindingsOne hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach. DiscussionHistorically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice. ConclusionFuture midwifery faculty development programs should address the identified need for development in all expected faculty roles.

Contemporary educational methods in periodontology.

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

AbstractTo support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.

Agricultural Thought and Humanism of Rabindranath

This article describes Rabindranath Tagore's profound insights on rural development and agricultural reform, highlighting his vision for uplifting village communities through modern science and technology. Tagore's humanistic perspective emphasized the pivotal role of agriculture in societal progress, advocating for the adoption of innovative farming techniques to alleviate rural poverty and empower farmers. Through his observations and initiatives, Rabindranath sought to transform the traditional farming landscape, promoting education, economic independence, and sustainable development in rural Bengal. is writings reflect a deep understanding of the challenges faced by rural communities and underscore the urgent need for holistic approaches to village revitalization.

Teacher Education in Nepal and Denmark: A Comparative Study

This article investigated the teacher education policies, practices, and their influence on teaching learning activities in Nepal and Denmark. The study presents a comparison of the teacher education system and practices between Nepal and Denmark. The study is based on the literature reviewed in the case of Denmark whereas in the case of Nepal, it is based on the data obtained from the various stakeholders. The study adopts an interpretive approach under qualitative research design which includes in-depth interviews with university teachers, Center for Education and Human Resource Development (CEHRD) executive and focus group discussions with school teachers. Findings indicate that teacher education in Nepal started far later than in Denmark and shares some similarities with distinct differences in policy stability. Enrollment in teacher education courses is decreasing due to unemployment issues which may affect the quality of education in future. Furthermore, the results indicate that new demand-based approaches to teacher education, capacity enhancement of training centers, effective monitoring mechanisms, qualified teacher educators, and efficient ICT integration are the major aspects of needed improvements.

A Comprehensive Analysis of Socialisation in the Knowledge Society

This paper addresses socialisation in the knowledge society, focusing on the usefulness of socialisation for the knowledge society. In the educational knowledge society, the processes of socialisation are increasingly understood as the accumulation of social and cultural capital, related to the functions of educational development. The aim of the research is to critically perform a comprehensive analysis of socialisation in the knowledge society by carefully examining socialisation, knowledge, knowledge society, knowledge economy, education and social studies. The features, types and stages of socialisation, the concept of knowledge and its types, the consequences of knowledge society, knowledge society as academic concept and stage of development as well as the analysis of socialisation for the knowledge society were thoroughly discussed in this study. The conceptualization of the knowledge society, which emerged between 1940 and 1960, is examined in this paper along with its significance. The knowledge of society's cognitive role structure and the spiritual qualities that influence creativity are discussed as essential components of socialisation. Under the broad technological field, and circumstances of modern knowledge culture, the potential of early socialisation is described by the dynamics of the professional maturation period. In order to understand the substance of modern education in accordance with its cultural mission, the study develops the theoretical groundwork and offers practical justification for socialisation as a concept, which is vital to the growth of the knowledge society. Based on the findings of this study, it is recommended that the governments, political and economic elites, as well as businesses, civil society, news media, and academic communities should embrace the usefulness of socialisation in the knowledge society.

The Case for Multidisciplinary Frameworks for Developing Effective Solutions to Complex Human Problems: An Illustration Based on Development Education, Corporate Social Responsibility and Social Marketing

Education, especially development education (DE), and a number of socially focused disciplines, including corporate social responsibility (CSR) and social marketing (SM), have long been targeted by policy makers for deriving advice on the ‘wisdom’ of levelling up differences and addressing sources of disadvantages at individual, group and/or regional levels. Additionally, the combined wisdom of such disciplines can also be a great source of advice to effectively address perennial universal problems. This paper is conceptual in nature with a multidisciplinary outlook. It contrasts DE, CSR and SM, with the view to deriving common grounds as well as strengths and areas for further development that can produce more comprehensive explanations and solutions to social problems. Such inclusive, more comprehensive explanations would help advise social-cause-focused workers, including researchers, learners and policy makers, about how each discipline can contribute to the resolution of multifaceted problems, the so-called ‘wicked problems’, that each discipline may not be fully equipped to address. The method of analysis used is an adjusted version of critical discourse analysis. It is used to explore the disciplines at four levels, namely definitional, philosophical, methodological and performance levels, thus giving a comprehensive view of each discipline’s nature, philosophical outlook, methodology and perceived efficacy in achieving its aims. The derived arguments also benefitted from comments provided by seven experienced representatives from the three disciplines. Overall, the outcomes suggest a relative maturity of critical ability in DE but also more effective and efficient methodological and evaluative perspectives in CSR and SM. Although the outcome of the analysis is open for debate, it nevertheless suggests several opportunities for mutual learning at all four levels. The paper suggests a novel integrated ‘supra-level’ framework that may help workers, in these three areas of knowledge, gain valuable insights from each of the three disciplines and highlight valuable opportunities for capitalising on their respective strengths.

Student satisfaction and co-creation behavior in game-based learning in the context of higher education

ABSTRACT Drawing on an increasing body of investigation on student satisfaction and the Service – Dominant Logic theoretical framework (SDL), this study focuses on student perception of the value of Game-Based Learning (GBL) and student co-creation behavior in Higher Education (HE). To understand how student co-creation behavior promotes the creation of mutual value for students and in what ways this perception of value may contribute to satisfaction, a survey-based study was conducted with a sample size of 356 respondents. Structural Equation Modeling (SEM) was used to test the proposed model. Our results show that student co-creation behavior during GBL has no impact on the overall satisfaction of students, although there is a positive relationship between student citizenship behavior and student perception of value. The results show that students’ optimal perception of GBL in the context of their HE experience positively impacts their satisfaction with GBL. Finally, drawing on the findings, several managerial implications are suggested for Higher Education Institutions (HEIs), mainly for educators and educational developers.

India’s emerging trends and meanings in healthy human-nature relationships: Indian outdoor education practitioner perspectives

ABSTRACT Using a descriptive, exploratory study of recent developments in outdoor adventure education (OAE) fields in India, the authors report on the significant contributions of Indian OAE practitioners in promoting healthy human-nature relationships. Semi-structured interviews with Indian OAE practitioners revealed an underlying interconnectedness between OAE, environmental education, and experiential education. Findings show that OAE practitioners in India represent new genres of practice diversifying into nature-based sports, therapeutic adventure, experiential activities, and more to help individuals develop positive relationships with nature, emphasising reciprocity and mutual respect. Drawing from the historical, spiritual, and cultural aspects of nature-relatedness in Indian culture, OAE practitioners bridge the gap between traditional knowledge and contemporary practices to foster deeper connections with the natural worlds. This study postulates that Indian OAE practitioners, with their understanding of nature’s therapeutic effects, play vital roles in guiding people towards a holistic and sustainable relationship with nature that contributes to individual well-being and environmental preservation.

English-medium instruction for sale: The multimodal discourse of self-perception on Japanese liberal arts faculty websites

This study both contributes to and updates the growing body of literature into the framing of English-medium instruction on institutional websites. A three-dimensional discourse analysis model is used to investigate the self-perception of three well-established liberal arts faculties in Japan. The analysis reveals distinct features in the self-perception of these universities and teases out the ingrained ideological standpoints. Firstly, the neoliberal ideological hegemony found in other university studies exists, but Japanese universities frame it differently: the explicit focus is on profit for society rather than individual gain. Secondly, there is consensus among the institutions regarding the production of ‘globalised’ individuals, but the universities are less than definitive on what the key competencies entail, or how they are applied and measured. Finally, the study underscores the explicit alignment of institutional goals with national policy objectives, reflecting the values advocated by the Japanese education ministry. As the government’s Top Global University Project approaches its conclusion, this research provides valuable insights for Japanese universities to reassess the aims and objectives of their English-language programs. By offering a nuanced understanding of institutional discourse, this study furthermore contributes to the broader literature on EMI practices and policies, guiding future developments in Japanese higher education.

Pathways of Indian Students Transition Through Higher Education: Why do they differ?

Differential pathways followed by the students deserve more attention due to the development of school education in general and higher education in particular during the last two decades in India. Due to the consistent efforts by the Indian government at the school education level, students arriving at the doors of higher education institutions are no longer homogeneous. As a result, the diversity of students in higher education institutions leads towards diversification of pathways followed by the heterogeneous segments of students. There is a real shortage of studies which have researched the students’ differential pathways through higher education in general and specifically in the Indian context from the micro perspective. This study examines the decision-making process and differential trajectories followed by the students during the transition from secondary to higher education. The methodology of the present study involves a mixed-method approach and data was collected from a sample of 900 senior secondary students. A Self-structured questionnaire and semi-structured interviews were used for the collection of data. The findings reveal that the decision-making process of transition through higher education is complex and involves different stakeholders and timelines in the Indian context.