Development Of Education Research Articles (Page 1)

This study aims to systematically analyze the evolution, research trends, and scientific impact of digital teaching and learning scaffolding through the application of bibliometric analysis. By employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 methodology, a total of 396 relevant journal articles published between 2013 and 2023 were identified from Google Scholar using Publish or Perish (PoP). The dataset was then analyzed using VOSviewer, with a specific focus on citation patterns, keyword co-occurrence, co-authorship networks, and thematic clusters. The bibliometric mapping revealed five dominant research clusters: (1) integration of digital technology in higher education, (2) learning strategies and their impact on students’ outcomes, (3) digital games and scaffolding approaches in children’s education, (4) teacher education development and practice, and (5) contextual influences in educational research. In addition, the study identifies prominent authors, highly influential publications, and major institutional as well as international collaborations, offering a comprehensive overview of the intellectual structure of the field. The findings highlight an increasing global interest in digital scaffolding in education, demonstrating its significant contributions to improving student engagement, cognitive development, problem-solving, and personalized learning experiences. Nevertheless, several challenges remain evident, particularly in terms of accessibility across diverse contexts, teacher readiness to adopt innovative pedagogies, and technological limitations within resource-constrained environments. This research contributes to the academic discourse by providing evidence-based insights and practical recommendations to optimize the implementation of digital scaffolding in contemporary educational settings. Moreover, it emphasizes the importance of continuous exploration of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and adaptive learning systems to further strengthen the effectiveness and sustainability of digital scaffolding practices in the future.

This study investigated the impact of enrichment programs on the career development of gifted Saudi students using a descriptive-analytical approach with a survey of 415 university students and graduates. Results indicated that 91.81% of participants recognized enrichment programs as essential for shaping career goals, with 91.23% favoring quality-focused over quantity-based programs. Key influencing factors included alignment with labor market needs (mean = 4.71), exposure to diverse fields (mean = 4.50), and expert involvement (mean = 4.41). The findings highlighted a strong positive relationship between program diversity, structured design, and career clarity, underscoring the need for purposeful educational initiatives that respond to industry demands. The study recommends expanding programs with AI-based career guidance, strengthening educator training for personalized counseling, and conducting regular program evaluations, thereby supporting educational and policy development in line with Saudi Vision 2030.

While creativity is considered essential for students' academic and artistic development in music education, limited attention has been given to fundamental emotional and cognitive factors that shape creative thinking. Addressing this gap, the current study aims to investigate the relationship between creative thinking dispositions, emotional intelligence, cognitive control/flexibility among higher education students in music education. Using a relational survey model, data were collected from 152 higher education students studying in the Department of Music Education. The Marmara Creative Thinking Dispositions Scale, Trait Emotional Intelligence Questionnaire-Short Form, and Cognitive Control and Flexibility Questionnaire were used as data collection tools. Pearson correlation and multiple linear regression analyses were conducted to analyze data. The findings revealed that music students' creative thinking dispositions, emotional intelligence traits and cognitive control/ flexibility are above the moderate level. It is found that emotional intelligence and cognitive control/flexibility significantly contribute to creative thinking dispositions. These findings suggested that while both cognitive control/flexibility and emotional intelligence played crucial roles in enhancing musical creativity, cognitive control/flexibility emerged as the stronger predictor. Based on these, music education curricula should aim to create a balanced approach that supports both cognitive adaptability and emotional sensitivity, equipping students with the necessary skills for musical creativity and performance resilience.

Abstract Introduction Pharmacy technicians (PTs) are regulated autonomous professionals with unique skillsets. We need more PTs in critical care (CC) to allow pharmacists to engage in higher clinical practice [1]. There is little post-qualification training available which limits PT development and diversification [2]. NHS England funded delivery of an educational programme to demonstrate a) the demand for PT training; b) capability of PTs to participate in formal post-registration training and; c) feasibility of delivery. The programme was delivered using a blended approach of digital learning material and class work using Team Based Learning (TBL) over five study days in nine months (3). Sixteen learning outcomes were assessed through classwork, a practice portfolio and written assessments. Subjects covered pharmaceutical care (physiology, biochemistry and therapeutics), audit and improvement, communication, and leadership. Aim To evaluate the delivery of a post-registration training programme for CCPTs in a higher education setting. Methodology The programme was evaluated using academic performance metrics (median attainment scores) and a longitudinal survey exploring programme delivery and benefit using a standard institutional evaluation proforma. The survey contained 11 questions. Nine asked for evaluation of the content of the programme (learning materials, delivery, suggested improvements). The last two evaluated self-reported confidence and competence using 10-point Likert-type questions. The survey was administered four times over the programme. A single focus group at programme end invited students to reflect on what they enjoyed, what could be improved and its impact on themselves and their services. As educational evaluation ethical approval was waived. Participation was voluntary. Survey responses were anonymised and the focus group recorded using contemporaneous notes. Results 15 PTs from 13 hospitals enrolled. Experience in CC ranged from 1 month to 10 years. 13 PTs completed the programme in full, with two deferrals. Students achieved a median score across the programme of 65.4% (IQR 55–68) with large variation between formal written assessments (case reports, incident reports, audit reports) and their portfolios. TBL produced the most reliable outcomes (Median 65.6, IQR 63–68). The survey response rate was 48.9%. Competence scores improved from 6/10 (range 2–8) to 8/10 (range 7–10). Confidence scores improved from 6.2/10 (range 5–7) to 8.5/10 (range 7–10). Focus group responses suggested that students welcomed an opportunity to build community with colleagues and learn from them but wanted more in-person contact. The content was appropriate, and blended learning approach welcomed from a work-life balance perspective but there were challenges with technological engagement. Overall students reflected that the programme was career enhancing. Discussion This is the first specialist training programme for CCPTs. We have demonstrated that PTs perform well when undertaking post-registration educational development. The programme transformed CC PTs into confident and competent professionals with and the assurance of an academic qualification and they should be developed for more specialities. Variation in attainment suggests additional support with academic skills (writing, critical appraisal and presentation skills) may be required. Further evaluation over a larger cohort and multiple programme iterations is necessary to fully evaluate the programme. Further study is required to measure the long-term impact on CCPTs, their development and clinical services provision.

ABSTRACT This article delves into appreciative inquiry (AI) and its practical applications, particularly in educational development. The abbreviation AI is used further. The article begins by exploring the link between AI and action research, continuing with an examination of how AI is associated with positive psychology, especially regarding organizational strengths. The article also considers how AI has been applied in educational contexts over time. Furthermore, it discusses the essential elements of AI, including its background orientation, supporting theories, and practical application through the 5-D cycle, while maintaining a critical perspective. Our research scopes the kinds of practices developed through applying AI in the educational field and presents reported results from its implementation. The research methodology is a scoping review focusing on empirical reports regarding AI and its applications. The findings reveal that AI is a promising approach to promoting the professional development of teachers and enhancing teaching. Additionally, it can foster collaboration between students and teachers, thus improving teaching and learning and facilitating change in educational settings. These results can benefit academic personnel considering the adoption of AI or some of its components.

Skin cancer prevention remains a critical public health challenge, particularly in fair-skinned populations in Europe, the United States and Australia, where incidence rates of keratinocyte skin cancer and melanoma continue to rise despite decades of public education on ultraviolet-radiation (UVR) protection. Although progress has been observed in Oceania, the overall effectiveness of current prevention strategies remains insufficient. This paper aims to refine and disseminate more effective UVR protection messages by developing an evidence-based, internationally adaptable public education leaflet. The development of this educational material followed the current guidelines for the development of health promotion materials and effective public education. Based on the scientific evidence, a plain-language message has been drafted. It was subsequently revised through multiple rounds of multi-stakeholder feedback from dermato-oncology, epidemiology, public health experts, patient organizations representatives and NGOs involved in prevention and health promotion. The final educational leaflet emphasizes three core messages: avoiding intentional sun exposure and tanning, utilizing shade and protective clothing as primary UV protection strategies and using sunscreen as a supplementary protective measure. Additional recommendations address childhood sun protection, the dangers of tanning beds and the importance of monitoring skin for early signs of cancer. Common concerns such as vitamin D synthesis and sunscreen safety are also addressed with evidence-based responses. This initiative highlights the necessity of shifting public attitudes towards UVR exposure and developing tailored, culturally sensitive communication strategies. The freely available leaflet will be distributed through professional associations and online platforms. Future efforts should involve policymakers in implementing structural changes, such as enhancing public shade availability and regulating tanning facilities, to promote long-term behavioural shifts in UV protection.

Preparing industry-ready graduates: Interplay of lecturer behavior, self-motivation, and soft skill development in vocational education.

The article reveals the essence of partnership interaction of participants in the educational process in the system of planning the work of a preschool educational institution. It is noted that modern education requires new approaches to the organization of managerial and pedagogical activities, based on cooperation, mutual respect and joint responsibility of teachers, parents and administration for the result of the educational process. Partnership interaction is considered as a strategic resource for the development of a preschool educational institution, which contributes to the creation of an open educational space, increasing the efficiency of planning and implementation of educational tasks. The publication outlines the main principles of partnership - trust, dialogue, mutual support, democracy, parity in decision-making. The stages and mechanisms of involving all participants in the educational process in planning preschool activities are highlighted, in particular through pedagogical councils, parent meetings, creative groups and project activities. It is emphasized that effective partnership ensures an increase in the quality of education, the formation of a positive image of the institution, the development of professional competence of teachers and an active pedagogical culture of parents. It is concluded that the systematic implementation of partnership interaction in planning preschool activities is a necessary condition for the innovative development of preschool education and the creation of a favorable environment for the harmonious development of the child.

In the post-pandemic era, the digital transformation of international Chinese language education is urgent, and teachers face issues such as uneven competence in applying digital intelligence technology and mismatched resources. This study surveyed 370 international Chinese language teachers and found that while their use of digital resources has become routine, it lacks depth. To address this, the study, combining the Standards for Professional Competence of International Chinese Language Teachers and the TPACK theory, constructs a “three-stage and nine-dimensional” competence improvement framework and designs an integrated international Chinese language digital resource platform with four modules—resource supply, training, interaction, and feedback—providing support for teachers’ digital intelligence-driven development and the high-quality development of Chinese language education.

The development of medical education is rapidly evolving, with innovative teaching methods such as problem-based learning (PBL) and multidisciplinary treatment (MDT) combined with flipped classroom approaches gaining increasing attention in clinical medical education. However, the actual effectiveness of PBL combined with MDT and flipped classroom methods in the teaching of cardiovascular diseases has not been well studied. Considering that these which includedteaching methods can complement each other, this study explores the application and effectiveness of PBL combined with MDT and flipped classroom teaching method in the case-based teaching of acute coronary syndrome. A total of 100 undergraduate clinical medicine students aged 20-21 years from Guangzhou Medical University were selected as research participants. They were randomly divided into two groups via a random number table: the experimental group (PBL combined with MDT and flipped classroom teaching), which included 50 students, and the control group (traditional teaching methods), which also included 50 students. After the clinical training, the theoretical examination scores and skill assessment results of the two groups were compared, and a questionnaire survey was conducted to evaluate teaching effectiveness. The theoretical examination scores and skill assessment results of the experimental group were significantly better than those of the control group (P < 0.05). The questionnaire survey revealed that the students in the experimental group outperformed those in the traditional teaching group in terms of learning motivation, theoretical learning outcomes, clinical thinking ability, literature retrieval skills, self-directed learning ability, practical ability, and classroom satisfaction, with statistically significant differences (P < 0.05). The findings of this study suggest that the integration of PBL, MDT, and the flipped classroom teaching method may have a positive impact on the theoretical knowledge and clinical skills of undergraduate medical students in the context of acute coronary syndrome (ACS). However, due to the study's limited sample size, short-term assessment period, and reliance on self-reported data, these results should be interpreted with caution.

The article highlights the role of the Ukrainian Sokil movement as a phenomenon of national physical culture and spiritual-patriotic education. It outlines the historical prerequisites for the establishment of the «Sokil» society and reveals its role in shaping the national consciousness of Ukrainians. The activities of the society are analyzed in the context of the development of civic associations in Ukraine, emphasizing the combination of physical, educational, and patriotic directions. The contribution of Ivan Boberskyi as an organizer, educator, and reformer of physical education is characterized; he gave the Sokil movement new dynamics and educational meaning. His work in developing sports clubs, creating Ukrainian sports terminology, introducing methodological principles of gymnastics, and forming the first national system of physical education is presented. It is noted that the activities of the «Sokil» society combined physical training, moral improvement, and national-patriotic ideas, fostering strength, discipline, leadership, dignity, and love for the homeland among youth. The influence of the Sokil movement on the development of national culture, education, and sports is summarized, and its potential in contemporary patriotic and civic education of young people is defined. It is emphasized that the traditions of Sokil possess a significant educational resource for shaping active citizenship, resilience, and a culture of a healthy lifestyle among modern Ukrainian youth.

ABSTRACT This study examined the relationships between early childhood education (ECE quality), preschool children’s subjective well-being (SWB), and development in the Chinese cultural context. Using a quantitative survey design, data were collected from 494 preschool children across 178 kindergartens in Xinzhou, Jiangxi province. Structural equation modeling revealed three key findings: (1) ECE quality significantly predicted both children’s development (β = 0.708, p < .001) and their SWB (β = 0.967, p < .001); (2) children’s SWB showed a significant relationship with their development (r = 0.280, p < .001); and (3) SWB significantly mediated the relationship between ECE quality and development (mediating effect = 0.271, p < .005). The analysis revealed large effect sizes for ECE quality on SWB (f2 = 0.489) and both ECE quality (f2 = 0.889) and SWB (f2 = 1.39) on development. ECE quality and SWB together explained 76.4% of the variance in preschool children’s development (R2 = 0.764). Importantly, these findings reflect the collectivist cultural context of China, where children’s SWB encompasses not only individual satisfaction but also social harmony, relational well-being, and collective achievement. These findings underscore the critical importance of high-quality ECE in fostering children’s culturally contextualized SWB and development, particularly in regions with varying educational resources.

The article highlights the issue of forming national solidarity of Ukrainian youth in training activities. It has been established that training activities are one of the most effective forms of work with youth, which combines elements of education, upbringing and personal development, contributes to the formation of communication skills, cooperation, mutual support. It has been proven that trainings facilitate the expression of emotions and feelings, stimulate self- disclosure, introduce new patterns of behavior, and aim at personal achievements. When organizing and conducting the training “We are Ukraine”, we relied on jointly developed rules of work in a group and principles (“here and now”, personification of statements, emotional connection, activity, trust, confidentiality). Each training session consisted of cognitive, emotional-value and practical parts. The effectiveness of the training depended on the appropriate application of forms and methods of education. During the training, various forms, methods and techniques were used, mainly focused on the accumulation of ideas; disclosure of the problem; search for a solution; creative expression; discussion methods; diagnostic methods; reflection. The training program includes five blocks, each of which has its own purpose, specific content, which logically continues the content of the previous block and is revealed in accordance with the objectives of the program (National Solidarity; National and Civic Identity; Educating a Responsible Citizen; Laboratory of Democracy and Tolerance; Counteracting Hostile Propaganda). The practical significance of the article lies in the fact that its materials can be used in research on the specified problem and in the organization of educational work in institutions of higher education, general secondary education, for the training of teachers and trainers.

Financial Technology (FinTech) is fundamentally reshaping the accounting profession, accelerating the shift from routine transactional activities to more strategic, data-driven functions. This transformation demands advanced digital competencies, yet the scholarly understanding of these skills remains fragmented. To provide conceptual and analytical clarity, this study defines FinTech as an ecosystem of enabling technologies, including artificial intelligence, data analytics, and blockchain, that collectively drive this professional transition. Addressing the lack of systematic synthesis, the study employs a systematic literature review (SLR) guided by the PRISMA 2020 framework, complemented by bibliometric analysis, to map the intellectual landscape. The review focuses on peer-reviewed journal articles published between January 2020 and June 2025, thereby capturing the accelerated digital transformation of the post-pandemic era. The analysis identifies four dominant thematic clusters: (1) the professional context and digital transformation; (2) the educational response and curriculum development; (3) core competencies and their technological drivers; and (4) ethical judgement and professional responsibilities. Synthesising these themes reveals critical research gaps in faculty readiness, curriculum integration, ethical governance, and the empirical validation of institutional strategies. By offering a structured map of the field, this review contributes actionable insights for educators, professional bodies, and firms, and advances a forward-looking research agenda to align professional readiness with the realities of the FinTech era.

This research examines the role of school principals' digital leadership in enhancing technology-based learning quality in elementary schools during the Society 5.0 era. The Society 5.0 era demands educational transformation that integrates digital technology with humanistic approaches to create quality learning. School principals, as educational leaders, have a strategic role in directing digital transformation in schools. This research employs a qualitative approach with a case study method in several elementary schools that have implemented technology-based learning. Research findings indicate that principals' digital leadership encompasses five main dimensions: clear digital vision, technology competence, teacher capacity development, change management, and innovation culture building. These findings provide theoretical contributions to educational leadership concept development in the digital era and practical implications for principals' professional development.

Sensory balance is the individual's ability to regulate internal and external sensory stimuli to remain in a functional and balanced state. This study aims to explore in depth the experiences of psychiatric nurses caring for trauma victims in building sensory balance and well-being. Psychiatric nurses caring for trauma victims may be constantly exposed to intense sensory stimuli such as yelling and agitation. It is known that post-traumatic stress disorder and burnout are seen in nurses caring for these individuals; however, it is noteworthy that studies on how this process is reflected sensoryly in individuals are limited. Snowball sampling method was used in this qualitative phenomenological study. In-depth interviews were conducted with 14 volunteer psychiatric nurses caring for trauma victims. Data were collected using a semi-structured interview form and analyzed using Colaizzi's method. COREQ guidelines were adhered to throughout the research process. Four categories and a total of eight themes were obtained from the in-depth interviews. "Traces of Traumatic Contact, Emotional Armor and Inner Distance, Transformation through Exhaustion, Institutional Silence and Seeking Solidarity". This study shows that psychiatric nurses caring for trauma victims are both professionally and individually traumatized and face the risk of losing their identity. It has also been found that nurses withdraw both sensorially and emotionally and experience burnout. But in some cases this process transforms into the development of awareness and maturity. It was also found that despite adverse working conditions, contact with nature, silence and collegial solidarity played a protective role in rebuilding well-being. This study addresses in depth the sensory, emotional and identity impacts experienced by psychiatric nurses caring for trauma victims and draws attention to the effects of these conditions on the process of well-being construction. The results of the study provide important points for the development of education, self-care and institutional support mechanisms to support nurses' well-being.

Medical and dental education share the common goal of preparing clinically competent and socially responsible health professionals. Despite this shared goal, the two disciplines have evolved as distinct academic fields, with limited empirical comparisons between them. Understanding their commonalities and differences can foster mutual development and cross-disciplinary collaboration. This study aims to compare research priorities in medical and dental education by analyzing author keywords from representative journals in each field. A bibliometric analysis was conducted using author keywords from two medical education journals (Advances in Health Sciences Education and BMC Medical Education) and two dental education journals (European Journal of Dental Education and Journal of Dental Education) over a 10-year period (2015-2024). Data were retrieved from the Web of Science database, including only original research articles and review articles. Frequency analysis of the top 10 author keywords was performed in 2-year intervals, and bump charts were created to visualize temporal ranking changes. In addition, co-occurrence network maps were constructed using all keywords appearing 10 or more times over the study period. Data processing and visualization were conducted using VOSviewer and Tableau software. A total of 9391 articles were analyzed, comprising 6806 articles from medical education journals and 2585 articles from dental education journals. Both fields consistently emphasized "students," "assessment," and "curriculum" as core research topics. However, medical education placed greater emphasis on "postgraduate medical education" and student mental health (e.g., empathy, resilience, and depression), whereas dental education focused more on "educational technology" and clinical skills development (e.g., simulation, virtual reality, and psychomotor skills). The keyword "covid-19" emerged prominently in both fields from 2019 to 2020 onward, reflecting the pandemic's transformative impact on education. "Interprofessional education" appeared as a shared emerging theme, suggesting growing recognition of collaborative practice needs. This study identifies both foundational commonalities and discipline-specific innovations in medical and dental education research over the past decade. These findings suggest that shared interests and distinctive priorities can lead to meaningful opportunities for collaborative educational development and joint research efforts across health professions education.

The primary objective of this ethnographic study aims to map the tangible movable and immovable cultural property of Morong, Bataan which are used as basis for the development of information, education, and communication (IEC) materials. In gathering the data, objective-data driven field visits, semi-structured interviews and document analysis which constituted the principles of community cultural mapping were utilized. Five tangible immovable cultural properties have been mapped in Morong, Bataan: the Our Lady of Del Pilar Parish; the Bataan Technological Park Inc., formerly known as the Philippines Refugee Processing Center (PRPC); a 50-year-old deep well of the Galicia Family; the Lighthouse in Barangay Sabang, and the the "Mabolo" water pump . For the tangible movable cultural properties, two have been mapped: the sculpture of Maria Salome and the Nuestra Señora Del Pilar. These properties were photographed and video-recorded while its caretakers were interviewed to assess its current condition, problems in the conservation and measures being undertaken to conserve it. These were also proven to have historical and social significance and contributed in the development of the town since the time of the Spanish colonization. The output of the study includes a cultural map, digital coffee table book and documentary video which will be used to boost the tourism development of the town and as materials for the teaching of local history.

Factors influencing disparities in educational development among children of disturbed parents in Bangladesh

Indigenous isiZulu music represents a vibrant oral tradition through which the linguistic, cultural, and spiritual heritage of Zulu-speaking communities is preserved and transmitted. Yet, in the context of contemporary South Africa, its role is undergoing significant transformation due to rapid urbanisation, globalisation, and the continued marginalisation of indigenous knowledge within formal education systems. This study undertakes a systematic literature review (SLR) of 41 peer-reviewed sources published between 2000 and 2024, encompassing the fields of ethnomusicology, linguistics, and education. Following PRISMA guidelines, the review is grounded in Critical Indigenous Theory, Sociolinguistics, and Decolonial Pedagogy to investigate how isiZulu music contributes to identity construction, language preservation, and educational development. The review identifies four key thematic areas: (1) the continuity and adaptation of cultural practices, (2) the role of isiZulu music in the linguistic transmission of indigenous knowledge, (3) the exclusion of indigenous music from formal curricula, and (4) the emergence of hybrid musical forms among Zulu youth. The findings affirm the enduring relevance of isiZulu music in sustaining heritage and promoting linguistic vitality but also reveal systemic barriers, including a lack of policy support and limited teacher training. These limitations hinder the effective integration of indigenous content in school curricula. The study recommends the inclusion of isiZulu music within the Creative Arts curriculum, stronger partnerships between schools and indigenous knowledge holders, and the development of culturally responsive education policies. By positioning isiZulu music as a valuable linguistic and pedagogical asset, the review contributes meaningfully to debates on curriculum transformation and decolonisation in South African education.