Dimensions Of Education Research Articles

Promoting narrative competence and media literacy in early childhood education through digital storytelling. A research instrument for analysing digital stories

The Erasmus+ STORIES research project ("Fostering early childhood media literacy competencies", 2015-2018) pursued the general objective of defining and disseminating guidelines and best practises for media education in early childhood education through digital storytelling, based on theoretical and empirical research. The research design mapped this general objective to the different dimensions of media education and assigned a prominent role to narrative competence. Thus, digital storytelling was placed in the context of broader school or classroom projects dealing with narrative languages and asking children generative questions about the idea of story and storytelling and the possibilities of digital storytelling. Consequently, among the various criteria for evaluating multimodal productions, the coherence of the narrative discourse plays a central role: the question arises as to what are the most salient features of the practises associated with the best crafted stories, i.e. the most complete and narratively organised. This paper focuses on a research instrument developed and validated within the project, which can also be used in other contexts to obtain comparable research data.

Human Development On The Educational Dimension in East Kutai Regency

The Human Development Index (HDI) is a key metric for measuring achievement in improving human well-being. Various factors, such as economic growth and household expenditure, can have an impact on education's human development dimension. The purpose of this study is to examine the impact of economic expansion on household expenditure and human development in terms of schooling. The data analysis technique employs Multiple Regression with SmartPLS SEM (Partial Least Square - Structural Equation Modeling) software. According to the study's findings, economic growth has a significant effect on household spending, but not on human development in the educational dimension, household spending has a significant impact on economic development in the educational dimension, and household spending can mediate the influence of economic growth on human development in the educational dimension in East Kutai. Finally, it is vital to boost economic growth based on the agricultural sector, which can improve the welfare of the community, hence increasing human development in the educational dimension in East Kutai Regency.

EDITORIAL: Undecided: Artificial Intelligence and Assessments

This issue of the Transnational Education Review features several compelling articles that explore critical dimensions of education in our rapidly evolving global landscape. Helena Dedecek Gertz, Javier A. Carnicer, and Sara Fürstenau examine the influential role of migrant content creators in transnational education through social media platforms. Their research highlights how digital spaces can bridge cultural gaps and create new educational opportunities across borders. In another insightful study, Zaynab Benabdallah and Djamila Chekrouni analyze the emigration of highly qualified students from Morocco using panel data. Their findings shed light on the motivations and impacts of this talent migration, offering valuable perspectives on brain drain and global mobility. Additionally, Carlos Javier Gomez M., Pedro Longart, and María Cristina González Martínez propose a meta-abilities model for 21st-century academic leadership. This innovative framework emphasizes the cultivation of critical consciousness, underscoring the importance of holistic leadership development in higher education. Finally, Sophia Dimelis reflects on the state of digital higher education and adult learning in Greece and other Balkan countries. Her comparative analysis highlights both the challenges and opportunities faced by these regions in adapting to digital transformations in education. These articles collectively contribute to a deeper understanding of the complex forces shaping global education today. And yet, the need for more studies and debates on the AI and digitalisation are warranted. We invite you to engage with these thought-provoking studies and consider submitting your work to enrich future discussions in this evolving field.

Exploring Elementary School Student's Computational Thinking In Terms Of Cognitive Style

Mathematics learning in the independent curriculum emphasizes the pedagogical dimension which aims to create active students so that they are able to develop their thinking patterns and get them used to finding solutions to their own problems. This study uses qualitative methods to investigate elementary school students' abilities through computational thinking, focusing on the cognitive styles of Field Independence (FI) and Field Dependence (FD). The subjects in this study amounted to 14 fifth grade students of public elementary schools in Klaten Regency, Central Java Province. Researchers used data collection instruments in the form of test, learning style questionnaires and interviews. The number of test compiled consisted of 5 items. Before use, the test were validated by 3 mathematics education experts and tested on 5 fifth grade students. After validation and testing, the test that can be used consist of 3 test. Based on the results of tests and learning style questionnaires, research took one of the students' test results with a Field Independent learning style and 1 student with a Field Dependent learning style. The results of this study indicate that there are differences in the computational thinking process of the two subjects in solving problems. At the abstraction stage, FI students are able to answer important factors that need to be considered in making conclusions, FI students are also able to explain alternative solutions to the problems given appropriately. Meanwhile, FD students tend to work directly so they tend to experience errors at the pattern recognition, algorithm thinking and generalization stages. Thus, it can be concluded that students with a field independent cognitive style are more active in using computational thinking processes than students with a field dependent cognitive style.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Is death included in international education guidelines? Towards education for a more conscious life

ABSTRACT The awareness of death and finitude define an educational field that is crucial yet absent from national curricula. Here we enquire into its presence in the guidelines of the international bodies that are most influential in educational and curricular change: Scientific and Cultural Organization (UNESCO), The Organization for Economic Cooperation and Development (OECD), and the World Bank. The objective was to determine whether death was included in the educational guidelines of these bodies in recent years. The study design was documentary, with analysis of both quantitative and qualitative data. We explored the presence of 24 chosen terms in documents having an influence on objectives and proposals for educational change and development. Our results showed that in the documents studied there were no educational guidelines or approaches that included death. We may conclude, then, that the pedagogical approaches of these organisations do not address the need for education for a more conscious life, embracing the educational dimension of death.

Dimensions of Islamic Education in KH Zainudin, MZ's Thoughts on Life Partner Qualifications

This qualitative research examines the content of Islamic educational values in KH Zainudin MZ's thoughts about finding a life partner to enter into marriage. Primary data is the content of KH Zainudin MZ's lecture material with the theme ‘Looking for a mate’ in a YouTube channel. While secondary sources are various relevant literature. Data collection techniques use media observation, and data analysis techniques use reduction, presentation, and verification. The results of the study state that there is a content of Islamic education values extracted from various criteria in finding a life partner, among others, the beauty criteria contains the value of character education to maintain physical quality and good behaviour, the propertycriteria contains the value of character education in the importance of maintaining hard work, and respecting financial differences, the descent criteria contains the value of character education in terms of the importance of Muslims to provide good examples to their children and families, the religious criteria contains the value of character education in the importance of maintaining the quality of religious life.

What can the Renegade Teach us About Religion and Mental Health? A Philosophical Examination of Albert Camus' "The Renegade, or a Confused Spirit".

This study philosophically examines Albert Camus' "The Renegade, or a Confused Spirit," one of the short stories in Exile and the Kingdom. Despite previous scholarly interpretations of the story, the direct correlation between religion and mental health has not been explored sufficiently. In utilizing the theoretical framework of fiction as analogous to philosophical thought experiments, this article infers the pedagogical dimension of the short story, leading to the claim that "The Renegade" creates an aesthetic experience with the potential and risk to counter or reinforce the reader's ideologies, including religious ones. In turn, the understanding concerning the interplay between religious identity-making and mental health is deepened.

STUDI LITERATUR: PERANAN PENGGUNAAN MODEL-MODEL PEMBELAJARAN PADA MATERI INTEGRAL

This article presents a literature review on various learning models applied to improve mathematics learning outcomes in integral calculus. The 4 studies that form the basis of the literature study have discussions in understanding integral concepts, critical thinking skills, motivation and learning outcomes and the dimensions of character education. These four studies provide a comprehensive picture of the various approaches that can be used to improve students' understanding and learning outcomes in integral calculus. The first study highlights the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' understanding of integral concepts. The PBL model has been shown to encourage active student engagement and sharpen critical thinking skills. The second study compares two learning models, Discovery Learning and Accelerated Learning, focusing on students' learning motivation and mathematics learning outcomes in integral calculus. The results indicate that Discovery Learning is more effective in improving students' motivation and their deeper understanding of integral concepts. The third study implements Lesson study with a PBL approach that incorporates character education in the class. This approach not only improves mathematical understanding but also develops students' character, such as collaboration and curiosity. Meanwhile, the fourth study develops a learning device for integral calculus based on a problem-solving model to enhance students' creative thinking abilities. These four studies demonstrate that problem-based learning models, whether PBL, Discovery Learning, or problem-solving-based instructional devices, are effective in improving students' understanding and critical thinking skills in integral calculus.

Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities

Pedagogical/psychological knowledge (PPK) is a crucial part of teachers’ professional knowledge. We examined the latent structure of preservice teachers’ PPK and its relationship to learning opportunities provided as part of university programs in teacher education: content covered in university courses, and teaching experience provided through internships. Based on a sample of 1036 participants, the results confirmed a four-dimensional structure of preservice teachers’ PPK. Course content explained differences in all dimensions of PPK. Teaching experience incrementally accounted for differences in the dimensions of instruction and individual learning processes and motivation, but not in the dimensions of classroom management or assessment.

Physiotherapy Undergraduate Students’ Perception About Clinical Education; A Qualitative Study

Background: Clinical education is an important component of physiotherapy education programs. It provides insights to the students in the fields of physiotherapy practice, develops leadership, and enhances their clinical skills in patient assessment, examination, diagnosis, treatment, planning, and intervention selection. The dimension of physiotherapy education is in the developing phase in Nepal. For further growth, the experience and the perception of the students are very important. Through this, the facilitators and barriers in physiotherapy clinical education need to be recognized. Therefore, this study aimed to explore the facilitators and barriers in physiotherapy clinical education in Nepal from a student’s perspective. Objectives: The main objective of this study was to identify the perception of physiotherapy undergraduate students about their clinical education and to find out the facilitators and barriers in clinical education. Methods: A qualitative research using focused group discussion was conducted. Ethical considerations were taken from respective departments and IRC approval was taken. BPT 3rd year, 4th year, and intern students of KUSMS were called to participate in the study. After the consent from the participants, focus groups of 6 participants (2 participants from each 3rd year, 4th year, and intern) were formed. In five FGDs, data saturation was observed and no further FGDs were conducted. FGDs were collected with audio tape recordings. The data were transcribed verbatim and translated into the English language. Then data coding was done and themes and sub-themes were generated from the codes. Results: Through the transcribed and translated data, seven themes were generated which were clinical education, student expectation, student attitude and behavior, roles and responsibilities of clinical educators, exposure, resources, and miscellaneous. These headings explained the perception of facilitators and barriers. Conclusion: The facilitators and barriers to physiotherapy clinical education were identified through student’s perspectives. These findings should be considered while preparing the guiding document for clinical education to enhance the quality of education.

Validation of a survey instrument for understanding online teaching dexterity in higher education

ABSTRACT Online teaching competency has been treated as teachers’ ability to execute standardised online teaching roles. This does not capture teachers’ pedagogical agility for manoeuvring a variety of online teaching contexts. This study conceptualises online teaching dexterity as teachers’ technical dexterity with managing learning technologies, and their pedagogical agility to implement online learning through subject domain online teaching dexterity, dexterity over online modalities, online assessment dexterity, and dexterity for manifesting care to both students and self. Through an international survey of 163 higher education academics from New Zealand and China, this five-dimension model was validated with exploratory factor analysis. Subsequent cluster analysis identified four distinct online teaching dexterity profiles – All-rounders, Teaching-driven, Tech-driven, and Care-driven. These profiles reveal different teacher professional development needs through their relative confidence in the technical and pedagogical dimensions of online teaching dexterity. The relevance of Online Teaching Dexterity surveys to higher education practices are discussed.

Dual assurance for healthcare and future education development: normalized assistance for low-income population in rural areas-evidence from the population identification.

This study aims to explore the relationship between healthcare and future education among the rural low-income population, using J City in Guangdong Province as the focal area. Addressing both healthcare and educational concerns, this research seeks to provide insights that can guide policy and support for this demographic. Utilizing big data analysis and deep learning algorithms, a targeted intelligent identification classification model was developed to accurately detect and classify rural low-income individuals. Additionally, a questionnaire survey methodology was employed to separately investigate healthcare and future education dimensions among the identified population. The proposed model achieved a population identification accuracy of 91.93%, surpassing other baseline neural network algorithms by at least 2.65%. Survey results indicated low satisfaction levels in healthcare areas, including medical resource distribution, medication costs, and access to basic medical facilities, with satisfaction rates below 50%. Regarding future education, issues such as tuition burdens, educational opportunity disparities, and accessibility challenges highlighted the concerns of rural low-income families. The high accuracy of the model demonstrates its potential for precise identification and classification of low-income populations. Insights derived from healthcare and education surveys reveal systemic issues affecting satisfaction and accessibility. This research thus provides a valuable foundation for future studies and policy development targeting rural low-income populations in healthcare and education.

Sustainable Pathways in Education: a Journey Towards the Integration of Environmental Education Into Pedagogical Projects of the Instituto Federal de Sergipe (IFS)

Objective: To analyze how Environmental Education for sustainability is approached and integrated into the pedagogical projects of courses at the Federal Institute of Sergipe (IFS), identifying effective practices, challenges and opportunities to strengthen this integration. Theoretical Framework: It presents the main concepts that underpin the theme of sustainability and Environmental Education, as well as the legislation and official documents that support them. Discusses how Pedagogical Political Projects and Interdisciplinarity in Federal Institutes contribute to the insertion of values ​​into human experience, aiming for changes in relation to the environment by academic communities. Method: This is an applied, descriptive study with a qualitative approach. It covers bibliographic and documentary research, with the purpose of analyzing how Environmental Education for sustainability is approached and integrated into IFS Course Pedagogical Project (PPC). Results and Discussion: The results obtained revealed that the analysis of the PPC, on themes related to environmental sustainability issues, found that there were metrics focusing on environmental practices. Research Implications: Future research has the potential to significantly enrich society by exploring teaching, extension and research for actions and effectiveness in the educational dimension for the process of environmental sustainability. Originality/Value: This study contributes to the literature by presenting to the scientific community and society in general the importance of Pedagogical Projects being in unison in the interdisciplinary process for educational practices focused on environmental sustainability.

Pragmatic Dimensions of Language Teaching: Theoretical Insights and Classroom Practices

The growing recognition of the role of pragmatic competence in effective communication has led to an increasing interest in its integration within English language teaching. This study explores the integration of pragmatics into English language teaching, focusing on how teachers conceptualize and implement pragmatic instruction within curriculum. The article also highlights the challenges teachers face in integrating pragmatics into the curriculum, such as the lack of explicit guidelines and resources and the difficulty in creating authentic interaction opportunities. Despite these challenges, the article brings out the positive impact of teaching pragmatics on students' ability to steer social interactions effectively.

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

Positions on sexuality education in a Chilean school: a collaborative ethnography from a partial perspective

ABSTRACT The present study analyzes how an educational community in the Valparaiso Region of Chile produces knowledge and forms of understanding sexuality education from its multiple positions. Addressing the ethical dimensions of sexuality education is crucial to understanding how it is conceptualised and implemented in diverse educational contexts. A qualitative methodology was used, employing a collaborative ethnography design that included teachers, students, parents, and legal guardians. The results reveal that although the positions on sexuality education appear similar, they differ significantly in how they are operationalised into visible and intervenable problems. Moreover, these findings highlight the existing controversies among all involved actors. These differences, conceptualised as ethics of sexuality, are discussed, and their implications for the Chilean school system are analysed.

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

ABSTRACTPositive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

‘Owning’ climate change for moral education

ABSTRACT It is widely acknowledged that anthropogenic climate change is already having severe adverse effects on our planet and poses an existential threat to many species, including our own. National curricula and schools and other formal educational settings have been slow to address the issue of climate change, despite the deep traction that it has with many young people. This paper introduces the papers in a Special Issue that arose from a four-day residential symposium on how schools for 5–19 year-olds and other sites for learning should address climate change in both their taught and wider curricula. As an invited symposium of the Journal of Moral Education Trust, contributors were asked to pay particular attention to the moral/ethical/civic dimensions of climate change education. In this paper, we also emphasise that a key purpose of this Special Issue is to ‘own’ climate change education as an important issue for moral education.